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HARVARD UNIVERSITY. 



A BRIEF STATEMENT OF WHAT HARVARD UNIVERSITY IS, 

HOW IT MAY BE ENTERED AND HOW ITS 

DEGREES MAY BE OBTAINED. 



By FFtATSTK BOLLES, 

Secretary of Harvard University. 



THIRD ANNUAL EDITION. 




PUBLISHED r.V 

Ibarvarfr 1Hni\>eraft\>, 

CAMBRIDGE, mass. 



HARVARD UNIVERSITY. 



A BRIEF STATEMENT OF WHAT HARVARD UNIVERSITY IS 

HOW IT MAY BE ENTERED AND HOW ITS 

DEGREES MAY BE OBTAINED. 



By FRANK BOLLES, 

Secretary of Harvard University. 



THIRD ANNUAL EDITION. 




PUBLISHED BY 

Ibarvart) ^University, 

CAMBRIDGE, MASS. 



PEEFATOEY NOTE, 

This descriptive statement is designed to answer, in a less 
formal way than the annual Catalogue answers them, many 
of the questions which intelligent inquirers ask concerning 
Harvard University and its ways and means. In preparing 
this third edition I have drawn freely upon material recently 
published in the Harvard Graduates Magazine and in the 
department pamphlets of the University. 



Cambridge. April. 1893. 




FRANK BOLLES. 



HARVARD UNIVERSITY. 



A BRIEF STATEMENT OF WHAT HARVARD UNIVERSITY IS, HOW IT MAY 
BE ENTERED, AND HOW ITS DEGREES MAY BE OBTAINED. 



Harvard College is the oldest of American institutions of learning, 
having been founded in 1636. What is now known as Harvard 
University includes the College, the Scientific School, the Graduate 
School, and six Professional Schools. 

The College, Scientific School, and Graduate School, and the 
Divinity and Law Schools are situated in Cambridge, Massachusetts, 
a city of over 70,000 inhabitants. The Medical School, the Dental 
School, the School of Veterinary Medicine, and the Bussey Institu- 
tion (a school of Agriculture and Horticulture) are situated in 
Boston, a city of about 450,000 inhabitants. The two cities are 
connected bj T steam, electric, and horse railways, and are separated 
by the Charles River. The distance from the College buildings to 
the business centre of Boston is three miles. 

The University is governed primarily by two Boards, the Corpora- 
tion and the Overseers. The Corporation (of which the legal title is 
the President and Fellows of Harvard College) consists of the Presi- 
dent, Treasurer, and five Fellows, all of whom hold office for life. 
In it is vested the title to the propeily of the University, estimated to 
be worth somewhat more than twelve million dollars. The Overseers 
number thirty-two, including the President and Treasurer of the 
University, who are ex officio members. Five of the Overseers go 
out of office each year, their places being filled on Commencement 
Day by an election in which alumni of the College of five years 
standing, Masters of Arts, and holders of honorary degrees from the 
University are entitled to vote, if present in person. 

The principal administrative officers of the University are the Pres- 
ident, the Treasurer, the Deans of the various Faculties, Schools, and 
Administrative Boards*; the Bursar, and the Secretary. The Pres- 
ident is the presiding officer of the Corporation and of each of the 
Faculties, and he exercises a general superintendence over all the 
manifold concerns of the institution. The Treasurer is the custodian 
of the property of the University, makes its investments, and keeps 
its financial accounts. The Deans conduct the business of their 
several Faculties or Administrative Boards. The Bursar is the 
Treasurer's agent in dealing with students, in renting rooms, settling 



term bills, and similar matters. The Secretary conducts the corre- 
spondence of the University. 

The College, Scientific School, and Graduate School are under the 
control of the Faculty of Arts and Sciences, from which are appointed 
three executive committees, called Administrative Boards, each of 
which has its Dean, and by which the College, the Scientific School, 
and the Graduate School are severally governed. 

Each Professional School has a separate Faculty, composed of all 
its professors and other teachers holding appointments for more than 
one year. 

The degrees conferred upon the recommendation of the various 
departments are eleven in number, as follows : — 

B} T the Faculty of Arts and Sciences : Bachelor of Arts, Bachelor of 
Science, Master of Arts, Doctor of Philosophy, and Doctor of Science. 

By the Facult} r of the Divinit}^ School : Bachelor of Divinity. 

By the Faculty of the Law School : Bachelor of Laws. 

By the Faculty of the Medical School : Doctor of Medicine. 

By the Faculty of the Dental School : Doctor of Dental Medicine. 

By the Faculty of the Veterinary School : Doctor of Veterinary 
Medicine. 

B}^ the Faculty of the Bussey Institution : Bachelor of Agricultural 
Science. 

The degrees of Bachelor of Arts and Bachelor of Science are given 
in four grades, summa cum laude, magna cum laude, cum laude, and 
without distinction. The degree of Bachelor of Laws is given in two 
grades, cum laude and without distinction. No two degrees are given 
for a single course of study, and no degree is given without residence 
and study for at least one year. 

The degrees of Doctor of Laws, Doctor of Divinity, and Master 
of Arts, honoris causd, are conferred upon eminent persons selected 
by the Corporation and approved by the Overseers. 

The roll of graduates of the University includes the uames of over 
18,000 men, of whom more than one half are supposed to be living. 

The libraries of the University contain over 400,000 bound vol- 
umes and an approximately equal number of pamphlets. Students 
are charged no fees for the use of books. Ample endowments make 
it possible for teachers to have books of reference needed for the in- 
struction of their classes purchased by the Library. 

In addition to the various departments already named, the Univer- 
sity has several other important branches which will be described 
subsequently. These are the Astronomical Observatory, the Univer- 
sity Museum, including the Museum of Comparative Zoology and its 
Natural History Laboratories, the Botanical and Mineralogical Muse- 



urns, the Peabody Museum of American Archaeology and Ethnology, 
the Semitic Museum, the Anatomical Museum, the Botanic Garden, 
the Herbarium, the Arnold Arboretum, the Chemical Laboratory, the 
Jefferson Physical Laboratoiy, and the Veterinary Hospital. The 
Hemenway Gymnasium is for the use of the whole University. The 
University chapel, seating 900 persons, is controlled by the Preachers 
to the Universit}', who are ordained ministers representing different 
Protestant denominations. The Harvard Dining Association, occu- 
pying the great dining hall in Memorial Hall, is a A r oluntary associa- 
tion which provides about 1100 officers and students with a good 
quality of board at cost price, usually about $4 a week. The Harvard 
Cooperative Society is a voluntary association of officers and students 
which supplies members of the University with books, stationers' 
materials, fancy articles, men's furnishing goods, and a great variety 
of miscellaneous articles. Its annual sales amount to about $100,000. 
The Foxcroft Club is a third association of a cooperative character 
composed largely of students living at home or at a distance from the 
College buildings. It has study rooms, lunch rooms, a consulting 
library, and other conveniences adapted to the needs of non-resident 
students. Meals are supplied at cost b} T the card, and the average 
expenditure per man is less than $2.80 a week. These three associa- 
tions are managed by boards of directors chosen by ballot from 
among the officers and students of the various departments of the 
University. There is also a Loan-Furniture Association, managed by 
officers and students, which lends students sets of furniture at a price 
just sufficient to replace the property as it is worn out. The charge 
for a set is $5 a year. 

The University owns in Cambridge twelve dormitories or halls. 
These have accommodations for 973 students, provided all double 
rooms are occupied by two persons. As a matter of fact the number 
of double rooms held by students preferring to lodge alone is large. 
Rents range from $25 to $350 a year. Full information regarding 
prices and the methods of securing rooms can be obtained from the 
Bursar. There are a number of large private dormitories adjoining 
the College grounds, and students are received as lodgers or hoarders 
in many private houses in various parts of Cambridge, Boston, and 
suburban towns. Furnished rooms, suitable for either one or two 
persons, are obtainable at a distance from the College Yard at low 
rents, as for example from $35 to $75 a year. Good order is main- 
tained in College and private dormitories by graduates or instructors 
holding appointments as Proctors. Proctors arc under the direction 
of the Regent. At the discretion of the Regent, a Proctor may be 
placed in an}* private house where students lodge, if the maintenanc i 
of good order in the house seems to require it. 



The athletic sports of the University are regulated by a commis- 
sion, composed of three graduates, three professors, and three 
students, which acts independently of any Faculty. The sports 
include rowing, canoeing, base-ball, foot-ball, lacrosse, lawn-tennis, 
cricket, polo, rifle-shooting, hare and hounds races ; track athletics, 
including bicycle racing, running and jumping ; and gymnasium exer- 
cises of various kinds, which are under the general supervision of 
Dudley A. Sargent, M.D., the Director of the Gymnasium. The 
athletic facilities of the University are excellent. The Charles River 
with its miles of broad surface is only a few minutes' walk from the 
College. The University Boat Houses are conveniently located on its 
shores. The foot-ball, base-ball, lawn tennis, and other fields are in 
the immediate vicinity of the Gymnasium, and of the Carey Athletic 
Building. The country roads around Cambridge are well made, in- 
viting horseback and bicycle riding, driving, and walking. Skating 
and tobogganing are popular sports in their season, which lasts in 
ordinary years from December to March. The principal athletic 
events of the year are the foot-ball games in the autumn, the gymna- 
sium contests in the winter, the base-ball and track athletic sports in 
the spring, and the annual boat races at New London in the early 
summer. Only students whose conduct and standing in College and 
whose physical condition are satisfactoiy are allowed to take part in 
public athletic contests or similar exhibitions. The money accounts 
of the various athletic organizations are under the direction of a 
graduate treasurer appointed by the Athletic Commission. 

The University contains a great number of literary, dramatic, 
religious, scientific, musical, and social societies. Among the most 
prominent are the Union, where social and political questions of 
national interest are debated ; the Hasty Pudding Club, founded in 
1795, which has a large club-house and theatre ; the Harvard branch 
of the Y. M. C. A. ; the Total Abstinence League; the Deutscher 
Verein and Conference Francaise ; the Philosophical Club ; the 
Finance Club ; the Signet ; the Natural History Society ; the Camera 
Club ; the Glee Club and Pierian Sodality ; and several Greek letter 
societies. In the Law School are several clubs which conduct Moot 
Courts at stated periods. The other professional Schools have 
analogous societies which form useful adjuncts to class-room work. 

The University itself publishes an annual catalogue (price 85c.) ; 
the annual report of the President and Treasurer ; the Quarterly 
Journal of Economics ; the Historical Monographs; Studies in Clas- 
sical Philology ; the Library Bulletin ; the Weekly Calendar ; and 
various pamphlets for general distribution. The alumni publish the 
Harvard Graduates' Magazine, and students publish the Law Review ; 



the Harvard Monthly ; Advocate ; Lampoon (illustrated fortnightly) ; 
and the Daily Crimson. The experience obtained on these papers, 
especially the last-named, enables some of their editors to make 
successful beginnings in journalism as soon as they leave College, 
and to earn money during their College course by serving as cor- 
respondents for some of the city journals. 

Students can earn money while in Cambridge by private tutoring ; 
singing in the College Choir and in the choirs of the neighboring 
churches ; doing clerical or stenographic work ; and type-writing. 
Active, energetic students, while able to live as cheaply in Cambridge 
as at colleges in rural districts, find not only that there are more 
ways of earning money, but that more is paid them for the same 
services. As is shown by the accompanying table, the University 
distributes over $89,000 a year in scholarships, beneficiary funds, and 
prizes. Merit and need are the elements which determine distribution. 

Income of Funds, and other Sums Available in 1892-1893 in Harvard 
University, as Money-Aids to Students. 

Graduate School. Fellowships $13,050 

" Scholarships 11,400 

" " Humboldt Fund 450 

" Prizes ............. 1,025* 

Harvard College. Scholarships 22,395 

" " Beneficiary Funds 19,200 

" " Loan Funds 3,300 

Prizes ............. 1,065 

Lawrence Scientific 

School. Scholarships 3,600 

Divinity School. Scholarships .......... 1,360 

" " Beneficiary Funds ....... 690 

Hopkins Fund 1,950 

" Williams Fund . . . 4,000 

" " Williams Fellowships 1,000 

Law School. Scholarships 1,500 

Prizes LOO 

" Foster Fund .......... [150]t 

Medical School. Fellowships 675 

" Scholarships 1,700 

" " Foster Fund I60f 

" " Prizes 175 

$89,085 

* Many prizes open to graduate students arc also open to undergraduates and 
to students in other departments. 

t The income of the Foster Fund is available in the Law School and the 
Medical School iii alternate years. 



8 

The annual outlay of an economical student who comes to Cam- 
bridge with a good supply of clothing and bed linen is necessarily 
nearly $400. For tuition he must pay $150 (except in the Divinity 
School, where the fee is $50 ; aud in the Medical School, where it is 
$200). A room furnished, lighted, and warmed cannot well cost less 
than $35, even if it is small and inconveniently located. Books, 
stationery, and laboratory fees amount to about $20 a year; and 
washing to at least $15. Wholesome food can be procured for about 
$2.75 a week, although a few students live for a little less. Sundries 
may reach $40 for the year, especially if by living at a distance the 
student spends a good ,deal in car fares. Allowing nothing for cloth- 
ing, these estimates would make the expenses of the first j^ear in 
College $367. After that they tend to grow larger. Students who 
are not forced to practice strict economy of course spend more than 
the sums named. Perhaps a quarter of each college class live on 
less than $600 a year, clothes included. Another quarter spend be- 
tween $600 and $800. Every dollar over $1200 which even the 
richest student spends is, as a wise writer on this point has said, " a 
dollar of danger." The. same writer has said as to the advisability of 
encouraging poor men to come to Harvard : — 

" Whenever you encounter a poor boy of eager, aggressive mind, a 
youth of energy, one capable of feeling the enjoyment of struggling 
with a multitude, and of making his merit known, say to him that 
Harvard College is expressly constituted for such as he. Here he 
will find the largest provision for his needs and the clearest field for 
his talents. Money is a power everywhere. It is a power here ; 
but a power of far more restricted scope than in the world at large. 
In this magnificent hall (Memorial) rich and poor dine together 
daily. At the Union they debate together. At the clubs which 
foster special interests, — the Finance Club, the Philological Club, the 
Philosophical Club, the French Club, the Signet, and the O. K., — 
considerations of money have no place. If the poor man is a man of 
muscle, the athletic organizations will welcome him ; if a man skilled 
in words, he will be made an editor of the college papers ; and if he 
has the powers that fit him for the place, the whole body of his class- 
mates will elect him Orator, Ivy Orator, Odist, or Poet, without the 
slightest regard to whether his purse is full or empty." 

Since this was written its truth has been strikingly exemplified by 
the election to the class oratorship of a man who had not only worked 
his way into and through College, but who was of unmixed negro 
blood. 

The following letter tells the story of a recent graduate who made 
his way through College upon the slenderest income, and graduated 



with distinction after helping several of his classmates whose ability 
was less than his own. While few men have the moral and physical 
force to win the victory over adverse circumstances which this man 
won, his words may well inspire others who approach him in courage 
and natural power to strive for similar success. 

December 21, 1892. 
Dear Mr. Bolles : — 

I entered Harvard College with so poor a record that 
I received the maximum number of conditions. Professor Briggs 
afterwards told me that I passed so poor an examination in nearly 
everything that I was admitted because I came from a new school 
and was recommended as a faithful student. I had to take extra 
work, and I found the regular course was quite sufficient. 

I had to rely wholly on myself to meet the expenses of my course 
in what many told me, was " the rich man's college." 

I was $116 in debt. When I left Boston for Cambridge I had 
fourt} T -four (0.44) cents, so that my actual debt was $115.56. I was 
a stranger in Cambridge. The first day I spent all but nine cents. 
I had one great help in this year, — $250 from the Price Greenleaf 
Aid had been awarded me. This, however, I could not draw till 
Christmas. In order to buy books to begin my work, I pawned my 
watch and a few other things, receiving for the same $15.50. 

During my Freshman year my receipts were : — 

Receipts. Expenditures. 

Price Greenleaf Aid .... .$250.00 Tuition $150.00 

Pawned watch, etc 15.50 Room (heated and furnished) 50.00 

Type writing 71.40 Lighting above 5.10 

Books sold 7.50 Books 21.21 

Tutoring 1.60 Clothes 15.00 

$346.00 Board 140.00 

$381.31 

This includes only necessary expenses. In addition I spent 
$58.00, making my debt for the year $94.21. Part of this year I 
was very poor. My washing I did myself. About mid-year I ay as 
so short of money that for nearly two months I ate but one or two 
meals a day. This was the hardest- period of my course, but rather 
incited than discouraged inc. 

During the summer 1 worked as porter in a summer hotel. 1 
strained myself quite badly, but I cleared $118. I entered my 
Sophomore year $1)1.77 in debt. 



10 



During my Sophomore year my receipts were 



Expenditures. 



Ol O.KJ'J 

80.00 


_L UU1ULL . . . 

Eooru, heating and lighting , 


, OIOU.UU 

45.50 


4.50 


Board at Foxcroft 


, f93.43 


25.50 


Clothes and washing . . . , 


29.20 


38.33 


Furniture 


24.25 


70.00 


Books 


19.16 


52.15 




8361.54 



Beceipts. 

Loan fund 75.00 

Beneficiary funds 

"Work for Prof. James* . . 

Publishing notes 

"Waiting on table 

Type writing 

Outside jobs as posting bills, 

copying, etc 

8345.48 



My expenses this year were higher than necessary. I bought many 
books I did not need. I might have saved S20 by hiring my furniture 
from the Loan Furniture Association. 

In addition to the necessary expense I spent 8151.60 on athletics, 
theatre, unnecessary books, subscription to College sports, charity, 
and other interests. So my total expense was 8513.14. During the 
summer I earned above my expenses (as clerk in summer hotel) 
$158.04. Thus during my Sophomore year I increased my debt 
89.62. 

I entered my Junior year $101.31 in debt. During my Junior year 
my receipts were : — 



Beceipts. 

Scholarship 

Loan fund 

Beneficiary fund . . . 

Odd jobs 

Publishing placards . . 
Advertising scheme . . 

Tutoring 

Type writing 

Prof. James' work . . . 
Waiting on table . . . 



Expenditures. 

Tuition S150.00 



Boom, etc 

Board at Foxcroft . 
Clothes and washing 
Books 



49.50 

119.53 

51.73 

24.38 

1395.14 



8150.00 

75.00 

15.00 

7.13 

18.10 

106.05 

267.50 

32.19 

2.45 

16.11 

8689.53 



During the year I bought a type-writer for which I paid 8100. I 
also contributed towards the expense of some other fellows poorer 
than I, 8100. For incidentals I spent 885.60. Then my actual 
expenditure this year was 8680.74. During the summer I clerked 
and earned above my expenses. 8100.50. I bought a good many 
books and so saved less than previously. 



* My work for Professor James was peculiar, 
from skulls for experiments in psycholggy. 
t I was away from College five weeks. 



It was taking sheep's brains 



56.40 


160.00 


43.32 


21.08 


32.00 



11 

I entered my Senior year out of debt and with $7.90 on band. 
This year my receipts were : — 

Receipts. Expenditures. 

Loan fund $75.00 Tuition $150.00 

Beneficiary fund 20.00 Room, etc 

Odd jobs 18.99 Board 

Copying 24.50 Clothes and washing . . 

Tutoring 439.90 Books 

Advertising scheme .... 72.39 Furniture 

Teaching school * 14.00 $462.80 

Publishing notes 24.00 

Type writing . 107.43 

Publishing books 225.00 

$1021.21 

I spread Class-Day at an expense of $100. I gave $150 towards 
other students expenses. I hired a piano during the year, and added 
many books to my library, so that my "incidentals" amounted to 
$149.60, making my expenses for the year $612.40. Thus I saved 
during the year $258.80, and graduated from College with $266.70. 
I owed the College $225 from Loan Fund, so that I was more than 
out of debt, or $41.70 ahead. 

I had bought a type-writer ; increased my library by over 300 
volumes ; bought many useful articles ; taken part in many branches 
of College life and work, — social, moral, athletic, literary, and 
religious. I played on one 'Varsitj' team, and on my class team in 
another sport. I found many openings for work for other fellows. 
Had I been able to do all I found to do, I should have made a good 
salary. I only tried to earn enough " to get through." 

I graduated with my class cum laude and with courses to spare : 
also got Honorable Mention in one stud}*. My health when I entered 
was very poor. I left College strong in body, better than at any time 
for ten years. 

To sum up my four years' expenses : — • 

Freshman year $381.31 

Sophomore year 361.54 

Junior year 395.14 

Senior year . . . . 462.80 

For course . $1600.79 

My Sophomore year is a fair estimate of what is actually necessary. 
I think if any fellow wished, he could save $20 on furniture, and $10 
on books 

* My teaching school was substituting in an East Cambridge school for a 
friend. 



12 

I cannot close without saying that my whole course was made 
easier by the friendly words of advice and encouragement from 
President Eliot, Professors Briggs, James, Smith, Peabod}~, Kittredge 
and Palmer, and not the least, from yourself. 

Sincerely yours, . 

This letter is only a part of a mass of evidence which shows that 
if a student in regular standing passes successfully through his first 
year at Harvard and proves himself to be upright in character, strong 
in body, and of unmistakable promise intellectually, the chances are 
against his being compelled to leave college on account of lack of 
money. When his course is finished such a man finds no great diffi- 
culty in obtaining a foothold in the outside world. A highly-recom- 
mended graduate of the College, or of any of the Professional 
Schools, as a rule finds himself given a fair chance to choose the 
part of the country in which he will accept an offer to enter upon his 
life work. The demand for Harvard graduates as teachers in both 
schools and colleges is in excess of the number of persons who can 
be cordially recommended by the University authorities. In various 
degrees the same is true of the demand for young men to enter the 
railway service, journalism, the publishing business, and other walks 
of life where a college training is of practical advantage. Every 
effort is made by the University to satisfy applications for the ser- 
vices of graduates, and every student of merit is encouraged to ask 
aid in securing the employment which he desires. 

The following table illustrates the growth of the University during 
recent years : — 





1869-70. 


1S79-80. 


1889-90. 


1892-93. 


No. of Professors .,..».. 


41 


52 


71 


86 


" " Asst. Professoi> 


7 


16 


21 


28 


Total No. of Teachers 


81 


150 


217 


294 


Students in the College 


563 


828 


1,271 


1,598 


" " " Graduate School 


19 


51 


107 


206 


" " " Scientific " 


52 


16 


65 


181 


" " " Divinity " 


36 


23 


35 


41 


" " Law 


120 


165 


25-1 


394 


" ' ; " Medical " 


306 


251 


290 


451 


" " " Dental " 


16 


15 


35 


53 


" " " Veterinary " 








20 


39 


" " " Bussey Institution 





7 


2 


6 


" " " Summer School 





64 


220 


500 


Total No. of Students* ..... 


1.112 


1,356 


2,079 


2,966 


No. of books in the Library . . 


184,000 


253,000 


371,000 


412,000 


" " pamphlets 


110,000 


199.000 


300,000 


310,000 


Amount of aid given 


$25,000 


$38,000 


$77,000 


$89,000 



Not counting students in the Summer School. 



13 

This table shows how uniform the development of the University 
has been during the past twenty years. The ratio of teachers to 
students is remarkably constant, every gain of a hundred students 
has apparently called for an increase of at least ten teachers, and the 
increase has come almost as punctually as the demand. In much the 
same way the number of books in the library has followed in its in- 
crease the gain in the number of students and teachers. The propor- 
tion in this case is one hundred and fifty new books to every new 
student, or fifteen hundred to every new teacher. Similarly the aid 
funds of the University have followed the demand for them. In 
1870 the University distributed about $22 in aid funds and prizes for 
every student on its rolls ; now the proportion is fully^ $30 per man. 
The proportion of men needing aid is believed to be greater now than 
it was twenty } T ears ago, for the fallacy that Harvard is for rich men 
only is being effectively disproved. 

The size of the professional schools corresponds closely to the 
national demand for highly educated professional men. The Schools 
of Medicine and Law are the largest ; the Graduate School, which 
equips teachers for University 7 work, is almost their equal ; the School 
of Theology is small for the reason that the country still prefers to 
have its ministers trained in denominational schools, whether such 
schools are able or not, to having them trained in an unsectarian 
seminary. The Schools of Dental and Veterinar}' Medicine are of a 
size corresponding approximately to the public demand for their 
graduates, and it is to be observed that both of these schools have 
gained more rapidly than has the University as a whole. In thirteen 
years the Harvard Summer School has thrice doubled its numbers, 
enrolling 500 students in 1892 against 64 in 1879. The greater part 
of its students are teachers in public and endowed schools, acade- 
mies, and colleges, who have the foresight and ambition to make use 
of the immense University equipment which is thrown open to them 
in months when less zealous or vigorous students and teachers arc 
resting. The Summer School courses yield no degree, and as a rule 
are informal in their nature, but they are the only department to 
which women are as yet admitted, and the}' form the 011I3- regular 
exception to the general rule that work at Harvard must be continu- 
ous for an entire academic year, lasting from the close of September 
to the close of June. The University work is not cut into tfc terms " 
or "semesters," nor are courses so offered that a student can 
devote himself exclusively to a single study for one* period of a 
few weeks, and to another study for a, succeeding period. As a 
rule courses which begin in September last until June, and in 
most of the departments of the University candidates for a degree 



14 



must, under the rules, pursue four such courses side b} T side 
simultaneously. 

The growth of Harvard iu the last few years has been due in part 
to the steacty increase in the number of graduates of other institutions 
who have come to it for advanced or professional instruction. The 
following table shows the rapidity and scope of this gain : — 

HARVARD STUDENTS HOLDING DEGREES FR05I OTHER INSTITUTIONS. 



Yale 

Amherst 

Brown 

Bowdoin 

Other X. E. Colleges . . 

Middle States Colleges . 

Southern States Colleges 

Ohio, Ind. & 111. " . 

Northwestern 

"Western 

Foreign 



17 

9 

14 

7 

51 

27 

18 

19 

11 

3 

11 



17 

11 

16 

6 

65 

21 

19 

20 

6 

4 

10 



5c 


d 


S 


£ 


3 


3C 


5c 


pi 


5c 


2j 

00 


12 


19 


16 


30 


31 


16 


18 


21 


19 


28 


19 


15 


12 


22 


25 


3 


3 


5 


20 


23 


56 


63 


76 


103 


104 


39 


29 


42 


54 


46 


15 


22 


21 


27 


49 


25 


31 


22 


50 


52 


8 


12 


15 


27 


26 


6 


9 


23 


18 


35 


17 


21 


24 


35 


34 



In 1886-87 Harvard contained 72 students from the South ; in 
1892-93 it enrolls 174. In the same time the number from Ohio, 
Indiana, and Illinois has increased from 112 to 203; that from the 
Northwest, from 36 to 69 ; from the West and Pacific Coast, from 57 
to 89, and from Canada, Japan and other foreign countries, from 30 
to 83. It is a remarkable fact that of the seventy-four members of 
the present faculty of Arts and Sciences, no less than thirty-three are 
not Bachelors of Arts of Harvard College, and less than one half are 
Massachusetts men. 

The matters considered thus far concern the University as a whole. 
It is now time to deal with separate departments, taking them up one 
by one in their natural order : — first, arts and sciences, or the depart- 
ments of pure studies ; second, the professional schools ; and third, 
the scientific establishments, the libraries, the chapel, and the athletic 
buildings. 



ARTS AND SCIENCES. 

The Faculty of Arts and Sciences has under its immediate instruc- 
tion the students in Harvard College, the Lawrence Scientific School, 
and the Graduate School, whose numbers constitute two-thirds of 
the entire University. Courses of study offered by the Faculty of 
Arts and Sciences are divided into three classes : those intended 
primarily for graduates, those open to both graduates and undergrad- 
uates, and those intended primarily for undergraduates. It is com- 
mon for unusually accomplished undergraduates to be admitted to 
courses intended primarily for graduates, in cases where no objection 
is raised b} r the instructor in the course. 

At the present time, 10 seminaries and 339 separate courses of 
study are announced as open for election by students under this Fac- 
ulty. A few of them are given in alternate years only. The following 
is a brief description of them under their appropriate heads. Most 
of them are " full courses," having three meetings a week throughout 
the year ; others are half courses. 

Semitic Languages and Literatures. — Nineteen courses and a 
conference offered by two professors and two assistants. 

"The aim of the department in the linguistic courses is four-fold. 
1. To provide general students, especially such as intend to be teach- 
ers of language, with a knowledge of at least one member of the 
large and important family of languages known as Semitic. 2. To 
provide students who intend to become religious teachers with the 
Hebrew which is commonly required of them, so that the time spent 
in the Theological School may be made more fruitful. 3. To prepare 
students of literature to consult in the original the prose and poetical 
monuments of the Semites. 4. To offer to specialists a course of 
study which shall fit them to be teachers and investigators in the 
Semitic field. 

" In the historical courses the aim is, in the first place, to present 
to the general student the leading facts in the national life of the 
Semitic peoples and to show what the Semites have accomplished for 
civilization ; and, in the second place, to introduce specialists to the 
use of original sources. The object of the Biblical courses is to give 
that general acquaintance with the social-political, literary, and relig- 
ious material of the Old Testament which every educated man should 
have, and further to conduct special investigations with those whose 
previous training fits them for this Larger study." 



16 

The linguistic courses include two in Hebrew, one in Syriae. one in 
Jewish Aramaic, two in Assyrian, two in Arabic, one in Ethiopia, 
and one in Phoenician. The courses in history cover Babylonian- 
Assyrian history, that of Israel, of pre-Christian Hebrew literature, 
of the Hebrew religion, and of the Bagdad and Spanish califates. In 
addition courses in special research are offered to advanced students. 
The Semitic Conference meets twice a month. The department 
has a special library and reading-room adjoining its lecture-rooms. 
The Semitic Museum is described on a later page (see p. 93). 

Sanskrit. — Five courses and a conference offered by one pro- 
fessor. 

"The courses in Sanskrit and Pali address themselves on the one 
hand to students of the history of religions and philosophy, of social 
institutions, and of literature, and on the other to students of lan- 
guage. A knowledge of the ancient language of India is especially 
valuable for men who design to become teachers of the Classics, of 
German, or of English. The elementary course in Sanskrit may 
properly be taken in connection with any of the linguistic courses in 
Greek or Latin. In particular, it will be found a useful auxiliary to 
the study of the Greek dialects. Latin grammar, comparative philol- 
ogy of Greek and Latin. Anglo-Saxon. Gothic. Icelandic, and the 
older forms of German. The course in the A^edas and the course in 
Pali offer an introduction to the religions of India : and a suitable 
collateral course is found in the lectures on the comparative history 
of religions." 

The courses include two in Sanskrit, one in the language and liter- 
ature of the Vedas. and two in Pali, the language of the sacred books 
of Buddhism. The conferences this year are occupied by a series of 
lectures upon India, its literature and antiquities, given in part at 
the University Museum and in part at the instructor's library. 
The University Library possesses about one thousand Sanskrit and 
Prakrit manuscripts — the largest collection of Oriental manuscripts 
in America. 

Classical Philology: Greek and Latin. — Fifty courses and a 
seminary offered by seven professors, one assistant professor, and 
five instructors. 

••Instruction for classical students now begins with a course. 
founded in 1891-92, entitled. Introduction to Classical Philology, 
consisting of forty lectures, with prescribed reading : the field is out- 
lined and the students are guided to the books and receive hints as to 
methods of studv. All the classical teachers take part in these lect- 



17 

ures. The highest course of instruction, open as a rule only to 
graduates of at least one year's standing, is the Classical Seminary, 
conducted by two directors annually chosen, who represent the Greek 
and Latin side respectively. A spirit of cordial cooperation charac- 
terizes the classical department, and this has led to organization 
and coordination in the courses of instruction. The courses are 
graded with due reference to the proficiency of students, and though 
not all are given every year, the more elementary ones are annually 
repeated, and the others recur after short intervals. They severally 
aim to realize leading ideas, and the methods of instruction naturally 
differ according to the controlling principle. Groupings may be made 
of courses designed mainly for developing the power of reading the 
languages ; of courses for composition, written and oral, and for 
grammar as practically applied ; of courses for reading the great 
authors, — some of these cover the entire works of an author 
(Aeschylus, Aristophanes, Homer, Catullus, etc.) ; of courses for the 
study of other branches of Classical Philology, — as ancient philos- 
ophy, political and literary history, religion, life and manners, art 
and archaeology, comparative philology, scientific grammar and dia- 
lects, epigraphy, palaeography, etc. ; finally, of courses for research, 
in which miscellaneous topics are investigated. 

"The instruction for graduate students is technical and special; 
the courses are professional in the sense that they aim to train teach- 
ers by first making sound classical scholars of them. Thej^ are in 
part courses of orientation, in part of exploration, and they teach 
methods of research by a combination of theory and practice. The 
resort of graduate students in classics to the University has distinctly 
increased of late. It is a noteworthy fact that, with one exception, 
the present twelve members of the Classical Seminary are Masters of 
Arts, and that several of them have taught in colleges. Not a few 
graduate students from other colleges are attracted to the more ad- 
vanced courses designed for undergraduates, finding in them, even 
where the subject-matter is familiar, many new and enlightening 
points of view. 

" Special courses upon methods of elementaiy Greek and Latin in- 
struction, with lectures and practical exercises, are conducted by 
officers of the department in connection with the Courses for Teachers 
lately established by the Faculty of Arts and Sciences. 

u As ought to be the case, most of the courses — those that most 
frequently recur, upon which the greatest stress is laid by the depart- 
ment — are the courses for the reading of authors from the point of 
view of Literature. On the Greek side these courses are planned, 

first, to deepen and extend the new student's knowledge of Homer. 



18 

to introduce him to Attic oratory and the drama, and to acquaint him 
with the historic Socrates : then, in the Sophomore year, to continue 
and expand this work, separate courses being provided for students 
who cannot carry on their Greek beyond the second year, and for 
Honor candidates. In the reading courses designed for Juniors. 
Seniors, and Graduate students additional authors are taken up in 
their complete works, or in selected masterpieces. 

"The idea of the present arrangement of Latin courses is to secure, 
first, some considerable facility in reading Latin. Ten years ago 
courses for this purpose were offered, but they stood apart from the 
others, as if a man might do good work in literature or in scientific 
investigation without facility in reading, Now. however, the whole 
of the entrance examination is directed to testing the candidate's 
grasp of the language. In the Freshman year's work the ordinary 
student is still further instructed in reading the language as a living 
one. Horace's Odes, which require a great deal of outside illustra- 
tion, are therefore reserved for later study, and Terence is used with 
Livy and Cicero in the first year's work. Further opportunity for 
thus acquiring a grasp upon the language is offered in the first half of 
Latin 1 and 2. But for advanced students, even in the Freshman 
year, and for all in the second half of the next year, some literary 
study is provided. After this stage of advancement has been 
reached, half courses are open in Pliny's Letters. Juvenal's or 
Horace's Satires, Catullus. Plautus. Lucretius, and the elements 
of Roman philosophy. Then the student passes from these, or 
such of these as he chooses, and takes more advanced work, such 
as the beginning of scientific investigation or a deeper knowledge of 
literature. 

••It is an impression among the officers of the classical depart- 
ment, most of whom have been long in the service, that on the whole 
a greater proficiency is attained by students in Classics than was the 
case until lately. It is. at all events, a fact that the examination 
papers set for Final Honors (for Seniors and Graduates) fifteen years 
ago are now often found hardly searching enough for the Second- 
Year Honor examinations, and that the Second-Tear Honor papers 
of the present day are in several particulars more difficult than were 
the old Final Honor papers. Students show a firmer grasp upon the 
language, a wider reading, and above all a more intelligent interest 
in their subject. 

"Within two years the efficiency of the work of the department 
has been greatly promoted by the establishment of the classical 
department library, at present comfortably housed in two large 
rooms on the lower floor of Harvard Hall. One room is used for the 



19 

Seminary. The Library now contains over 3,000 volumes, compris- 
ing not only the more important books of reference, carefully chosen 
editions of all the classical authors, but also all books prescribed for 
collateral reading, as well as many of those needed in the courses of 
special research and in the Classical Seminary. The Library is open 
day and evening, and is abundantly used by both teachers and 
students. In the adjacent large lecture-room are kept an excellent 
oxyhydrogen lantern and a collection of over fifteen hundred photo- 
graphic slides, intended mainly for use in the courses on Greek and 
Roman life and manners. The lantern is much used by instructors in 
subjects where the appeal to the eye can aid verbal description. 
There is other illustrative material in the same room, or elsewhere, — 
models of Tanagra figurines, a few casts of statues and reliefs (in 
part from the proceeds of the Greek play in 1881), maps and many 
photographs. The department owes the Library and the equipment 
of the lecture-room to several friends of classical studies, for the 
most part graduates, of the College. By means of the income of a 
fund of $6000, — the gift of members of the Class of 1856, — it has 
been possible to start and continue a department periodical publica- 
tion, viz. : the Harvard Studies in Classical Philology (Ginn & Co., 
Boston) , which is now in its fourth year. The Studies is edited by a 
committee chosen by the classical instructors, and contains original 
contributions to Classical Philology from instructors, students, and 
graduates, and occasionally from other persons." 

English. — Twenty-eight courses offered by three professors, two 
assistant professors, nine instructors, and six assistants. 

" The department of English endeavors to teach (1) the origin and 
development of the English language and English literature, (2) the 
general history of English literature from the Elizabethan period to 
the present time, and (3) proficienc} T in English composition. (1) is 
taught in a series of eight courses, five of which lead through the 
formative periods of English prose and verse to the time of Chaucer. 
The remaining three courses deal with the text, the metre, and the 
literary history of the chief works of Chaucer, Shakspere, Bacon, and 
Milton. (2) is taught in a series of nine courses, of which five treat 
English literature in outline century by century, one lakes up Shakspere 
in detail, one Wordsworth and the other master poets of the nineteenth 
centur3 r ,one the Elizabethan drama, and one the Principles of Literarv 
Criticism. (3) is taught in three prescribed courses covering the 
first three College years, and iu three graded elective courses open to 
such men only as have shown some proficiency iu English composition, 

For maturer students, courses in special research are available." 



20 

German and Germanic Philology. — Twenty-six courses and a 
Seminary offered b}~ an associate professor, three assistant professors, 
and five instructors. 

Ten of these courses aim to give a practical knowledge of the 
German language ; eight others deal with German literature, 
art, and the history of German civilization ; the remainder, con- 
stituting the courses in Germanic Philology and the Seminary, 
are devoted to the comparative study of Germanic languages and 
literatures. 

The work in the courses of the first named group consists in the 
study of grammar, the reading of literary and scientific texts, trans- 
lating into German, and writing of original themes. 

The second group comprises courses on Lessing, Schiller, Goethe, 
the General History of German Literature, the Literature of the 
Middle High German Period, the Literature and Art of the Era of the 
Eeformation, Literary and Aesthetic Criticism during the Classic 
Period, and the Political Tendencies in the Literature of the Nine- 
teenth Century. 

The courses of the third group deal with Gothic, Old Saxon, 
Icelandic, Historical German Grammar. Germanic Mythology, Ger- 
manic Antiquities, and the History of the Faust legend. 

The Seminary, which is divided into three sections, the Old High 
German, the Middle High German, and the New High German, has 
two purposes in view : First, to make a thorough study of selected 
works with special reference to text criticism and (in the Old and 
Middle High German sections) to etymology and the history of 
grammatical forms ; second, to acquaint the student with the methods 
of philological and literary research through original investigations 
carried on by him under the direction and supervision of the instructor. 
The results of such work are discussed in each section and may be 
presented at some meeting of the Modern Language Conference 
toward the end of the year. The exercises take place once a week 
in each section and generally last an hour and a half. 

French. — Fourteen courses and opportunities for special research 
offered by one professor, two assistant professors, and three instruc- 
tors. 

■•The courses in this department are divided into three groups. 
Those in the first group are offered primarily to undergraduates- 
Their main object is to give to the student a grammatical and a practical 
knowledge of the French language, and to form an adequate intro- 
duction to the study of French literature. By a practical knowledge 
of the language is meant ability to read French readily without trans- 



21 

lating, ability to understand with ease spoken French, and ability to 
use the language both in speaking and writing. The last of these, 
especially the speaking, is necessarily limited lr^ the number of 
students in college classes ; but ability to understand the spoken as 
well as the written language is secured by the fact that all the 
courses are conducted in French. The courses included in the sec- 
ond group are offered both to graduate students and to advanced 
undergraduates. Their object is twofold : first, the acquisition of a 
more perfect knowledge of the language than can be obtained in the 
courses of the first group ; second, the systematic study of French 
literature. The courses included in the third group are offered 
primarily to graduate students, but duly qualified undergraduates are 
admitted to them. They comprise the study of Old French and of 
the literature of France during the Middle Ages, and courses in 
which students are trained to investigate special topics in French 
literature." Courses in Old French, Provencal, and Low Latin are 
given in the department of Romance Philology which is described on 
the next page. 

Italian, Spanish, Romance Philology, and Comparative Liter- 
ature. — Nineteen courses and opportunities for special research, 
offered by two professors and two assistant professors. 

There are four courses offered in Italian and four in Spanish. 

"The courses, 1, 2, and 3 in Italian, and la, 2, and 3 in Spanish, 
have been planned with the intention that, at the close of the third 
course, a student who began course 1 without an} r previous knowl- 
edge of the language shall be able, (1) to pronounce well; (2) to 
read literary works, both ancient and modern, with understanding 
and enjoyment, without translating them ; (3) to translate ordinary 
English prose into idiomatic Italian or Spanish, with some aid as to 
vocabulary ; (4) to understand ordinary conversation in Italian or 
Spanish; (5) to express his own thoughts fairly well in Italian or 
Spanish; and (6) that he shall have become acquainted with some of 
the best writers from the earliest to the present time and, in a general 
wa} r , with the history of the literature from its birth to our day. 
Whether these objects (or those of the several courses) shall be at- 
tained must depend largely on the student's earnestness of purpose 
and his corresponding diligence in the work." 

The courses Italian 3 and Spanish 3 are conducted chiefly in Italian 
and in Spanish respectively. For students wishing but a single year 
in Spanish, whether for philological or for practical purposes, the 
course Spanish lb is offered. Course 1 in Italian is a Bpecial ad- 
vanced course on Literature and the Fine Ails in Italy during the 



22 

Middle Ages and the Renaissance. Dante's life and times being 
particularly studied. 

A studeut who. after acquiring a fair knowledge of Italian and 
Spanish, desires to study the historical development of the Romance 
languages will find the courses in Romance Philology suited to his 
needs. These courses are seven in number, as follows : — Phonetics : 
Old French. Phonology, and Inflexions : Provencal, language and 
literature, with selections from the poetry of the Troubadours : Low 
Latin : Old French dialects with special reference to Anglo-Xorman : 
the French element iu English. 

For students desiring to learn the mutual relations of modern 
European literatures, especially in the Romance countries, four 
courses in Comparative Literature are offered. They are as follows • 
The history of classical learning in Europe from the fifth to the 
fifteenth century, considered with regard to the relation of modern 
culture and education to classical literature ; comparative European 
literature in the Middle Ages, with special reference to the influence 
of France and Provence : the origin and development of historical 
epic poetry in mediaeval Europe : the legendary and poetic material 
of Celtic origin and its treatment in the narrative poetry of the 
Middle Ages 

In order to promote advanced study and research in the modern 
languages and literatures, and to bring together instructors and 
students eng ged in the various branches of modern Philology, the 
departments of English. German. French, and Romance Philology 
have established a modern language conference. The conference 
meets from time to time throughout the college year for the presen- 
tation and discussion of papers of general interest. 

Philosophy. — Twenty-one courses, including Psychological. Meta- 
physical, and Ethical seminaries, offered by six professors, one 
assistant professor, one instructor, and three assistants. 

The courses of this department fall into four groups. A single 
course in the first group furnishes a preliminary acquaintance with 
the subject of Philosophy as a whole. In it lectures are given by 
various members of the department upon Logic. Psychology. Meta- 
physics, and the History of Philosophy. 

In the second and third groups courses of an advanced character 
are placed. They are open to undergraduates and graduates alike ; 
but they can be taken only by those who have already completed 
course 1. or who are able otherwise to show that they possess satis- 
factory knowledge of the subjects there studied. Between the two 
groups there is no difference of severity, nor is one of a more ad- 



23 

vanced character than the other. They differ merely in method. In 
the second group are to be found courses in Psychology, Cosmology, 
Ethics, and the Ethics of Charitj 7 , Divorce, Temperance, and Social- 
ism. In these courses each lecturer expounds liis own beliefs and 
sets forth in systematized order the doctrine of his subject. In the 
third group the more important periods in the history of philosophy 
are critically interpreted, as for example : Descartes, Spinoza, and 
Leibnitz ; English philosophy from Hobbes to Hume ; Kant and 
Fichte ; studies in the comparative histories of religions ; the devel- 
opment of ethics in England. Which one of these groups, or which 
single study within a group, shall be chosen first is determined by 
the taste and aims of the individual student. 

The fourth group is intended for graduate students exclusively, 
especially for teachers. While certain courses of research are defi- 
nitely marked out, individual needs are also considered. Seminaries 
are held, laboratory investigations undertaken, or the student selects 
for himself a topic and without confinement to fixed hours carries on 
his work with continual aid from a supervising professor. 

The following enthusiastic description of the apparatus in use in 
the psychological laboratory gives some idea of the character of the 
work undertaken in the research courses of this department. 

"A stroll through the workrooms, even outside of working hours, 
permits one to see clearly this high development from a glance at the 
apparatus stored in the glass cases. Four great groups of contri 
vances can thereby be easily distinguished. First, the apparatus 
intended to illustrate the relations between mind and body through 
representations of the brain, nerves, sense-organs, etc. Costly models 
of brain, eye, and ear, all with detachable parts, valuable models of 
nerve paths, fine preparations in wax, dissected parts in alcohol, etc., 
— all are here. Here belong also the anatomical diagrams and the 
histological nerve-preparations with excellent microscopes. All this 
has significance for demonstration only, and accordingly has nothing 
to do with the experimental problems proper. The three remaining 
sections are for that. 

"In extent the section for the psychology of the senses is by all 
means the most imposing. Eye and ear have equal recognition. A 
copious collection composed of tuning-forks, an organ, a harmonical, 
pipes, resonators, etc., etc., serve for psychological acoustics. Color- 
mixers of various sorts, costly prisms, apparatus for after-images and 
color-blindness, a dark room, perimeters, etc.. serve for psychological 
optics. And yet the lower senses are not forgotten. Complicated 
touch and temperature apparatus, and instruments for the stml\ ol 
sensations of movement and pressure belong as well to the list. 



24 

"Of greatest value is the incomparably rich collection of instru- 
ments belonging to the third section. They serve for the time- 
measurement of psychical acts, from the simplest impulses to the most 
complicated processes of judgment. Here the methods used gain 
constantly in value. They allow us to estimate most minutely dis- 
tinctions which are inaccessible to self-observation, and the more 
their resources are developed, the deeper the glance we gain into the 
structure of the mental organism. Our clocks have somewhat the 
same function as the microscopes of the anatomist. With his micro- 
scope he can distinguish the thousandth part of a millimeter ; with 
our chronoscope we can measure the thousandth part of a second. 
But every question craves new contrivances, and so, together with 
our valuable clocks, we find the best kymographs, instruments for 
reaction, and registering tuning-forks of every sort. In this section 
almost nothing is left to be desired. 

' ' In the fourth section is included all that apparatus which serves 
exclusively for the investigation of higher mental processes, such as 
the peceptions of space and time, memory and attention, association 
and formation of judgments, discrimination and fusion. These stand 
in the foreground, but feelings and emotions, impulses and acts of 
will, are also accessible regions. Right here the newest instruments 
show their power. Apparatus for the study of aesthetic feelings or 
the expression of the emotions, and much that is similar, has just now 
crossed the ocean. It is exactly in this department that the tin}' 
mechanical workshop of our laboratory has proved most useful. 
Copious supplies of wood and glass, of brass and cotton wadding, of 
all varieties of paper and iron tools, of wires and tubes, and of phy- 
sical and chemical paraphernalia, enable us continually to adapt the 
instruments to our questions. Such is our laboratory after an expen- 
diture of over four thousand dollars, equipped in the best possible 
manner for the carrying on of its difficult questions." 

Three courses offered under the department of Philosophy are on 
Education and Instruction. They cover the history of educa- 
tional theories and practices, the organization and management of 
public schools and academies, and the theory of teaching. These 
courses were established for teachers and persons intending to be- 
come teachers. They are offered to men who are graduates of colleges 
or scientific schools and to other persons of suitable age and attain- 
ments under the same conditions as those which govern admission to 
the Graduate School. At first these courses could not be counted 
toward a degree but recently it has been decided to place the courses 
on the history and theory of education, and the course on supervision, 






25 

organization, and management of schools, among the regular college 
electives. Henceforth, they ma}' be counted for a degree in Arts, 
and, under certain restrictions, they are offered to graduates and 
undergraduates alike. This was done in recognition of the great 
value of the study of education to all college students, as well as of 
its special importance to those who intend to become teachers. 

"Two classes of discipline are provided : — 

" I. The future teacher needs to become a student of mind through 
Psychology, and then, having learned to observe how intelligence 
develops, how knowledge is acquired, and how character is evolved, 
he formulates the general principles of a method of teaching in har- 
mony with these processes. He then studies the application of these 
principles in the actual work of successful teachers. Accordingly the 
psychological basis of method is one of the special topics in the 
course in theory. For the application of these principles, students 
have an opportunity to study the special methods of teaching the 
several academic subjects through a series of short courses on the 
teaching of Greek, Latin, German, French, English, history, mathe- 
matics, physics, chemistry, botany, geology, zoology, and geog- 
raphy, given by representatives of the corresponding departments in 
the college. Through the courtesy of school officers and teachers our 
students are also permitted to study the teaching in the schools of 
Cambridge, and of other cities in the vicinity of the University, and 
this opportunity of direct contact with instruction in the schools is 
highly prized. 

" II. But the student needs to widen his educational horizon. He 
needs to look upon existing school systems in the light of their his- 
torical evolution and in the light of comparative study. To this end, 
two courses of study are provided : first, a course in the History of 
Education which makes the student acquainted with the educational 
ideals of the past, and their effect upon the development of the indi- 
vidual and of society ; and second, a course on the Organization, 
Management and Supervision of Public Schools and Academies. 

Prepared by his historical study, and by his study of psychology 
and of method, the student of education and teaching is read}' to 
study present theories, systems, and practices, so as to make a just 
estimate of their value. The course on organization, management, 
and supervision obliges the student to bring to bear all his previous 
training upon a comparative study of our city and Stale school 
systems (not less than three different city and three different state 
school systems are examined), and upon the 1 school systems of Eng- 
land, France, and Germany. So far as American city systems are 
concerned, this course is again illustrated in part by the systems 



26 

of the cities in our immediate vicinity, which our students have an 
opportunity to study in actual operation." 

History and Political Science. — Forty courses and four semi- 
naries offered by five professors, three assistant professors, and five 
instructors. 

The courses in this department are classified as courses in History, 
in Government and Law, and in Economics. Each of these groups 
has at its foundation an introductoiy course designed to prepare the 
successful student for later specialization. In History this introduc- 
tory course in mediaeval and modern European history is followed 
by separate courses covering Roman history to Diocletian ; the Mid- 
dle Ages ; western Europe from the Germanic invasions ; first eight 
Christian centuries ; era of the Reformation ; France to Louis XIV. ; 
constitutional history of England ; American history to 1783 ; polit- 
ical history of the United States, 1783-1865 ; American diplomacy, 
etc. These epoch courses are followed by instruction intended prima- 
rily for graduates, and including the following : early mediaeval 
institutions ; sources and literature of English constitutional history ; 
geographical discovery in North America ; elements of Latin pale- 
ographer, and seminaries in mediaeval history ; modern history and 
diplomacy ; and in American history and institutions. In Govern- 
ment and Law an elementary course in constitutional government is 
followed by courses on the elements of international law and the 
history of European diplomacy ; the history and institutes of Roman 
law ; Federal government ; history of political theories ; political 
methods in the United States ; historical development of international 
law ; advanced course in Roman law ; and other courses of kindred 
character. In Economics an introductory course, conducted by two 
professors and two instructors, leads to two groups of more advanced 
courses. In the first group, which is concerned chiefly with economic 
and social theory, are three courses. The first of these traces the 
development of economic theoiy from Adam Smith to the present 
time, and considers the present stage of economic theory with special 
reference to distribution. Lectures are varied by the discussion of 
selections from the Wealth of Nations, and from Malthus, Ricardo, 
Henry George, Walker, Sidgwick, and others. The second deals 
among other topics with the following : the economic ideas of the 
ancient world ; the theories of Plato and Aristotle ; the teaching of 
the early and mediaeval church ; the canonist doctrine ; the theory 
of usury ; the appearance of modern economic ideas at the Renais- 
sance ; mercantillism in its earlier and later forms ; the beginnings of 
statistical science ; the school of the Physiocrats ; the English writers 



27 

from Child to Hume. Students in this course must be able to read 
German readily. The third course is on the Principles of Sociology 
and gives 3 comprehensive view of the structure and development of 
society in relation to some of the more characteristic ethical and in- 
dustrial tendencies of today. This course illustrates the connection 
between Economics, Philosophy and Ethics, and Social History. 

The second group of advanced courses contains courses of a more 
historical and practical character, in which the intellectual training, 
while consisting in part in logical deduction from principles, is 
derived largely from the collection of evidence, the weighing of pros 
and cons, and the use and understanding of historical and statistical 
material. The special topics taken up in the six courses of this 
group are railway transportation ; tariff legislation in the United 
States ; financial legislation in the United States ; theory of methods 
of taxation ; financial administration and public debts ; banking and 
the history of the leading banking systems ; the social and economic 
condition of workingmen in the United States and other countries ; 
and the economic history of Europe and America down to 1763. A 
more detailed description of the last-named course serves, in a way, 
to indicate the nature of the instruction in this group. It takes up 
in order the following subjects : "the scope and purpose of economic 
history ; the agricultural and industrial organization of the Roman 
Empire, — the villa'e and collegia; the tribal system of the Celts, 
Teutons, and Slavs ; the problem of the origin of the manor ; the 
manor in its complete form, and its subsequent transformation ; the 
rise of commerce and industry, and the history of merchant gilds 
and craft gilds in relation thereto ; the organization of international 
trade in the Middle Ages ; the agricultural changes of the sixteenth 
century in England and elsewhere ; the great trading companies ; the 
woollen trade of England, and the domestic system of industry ; the 
agricultural reforms of the eighteenth century ; the history of public 
poor relief ; the history of the currency ; the rise of modern finance." 
In the seminary of this department subjects are assigned to advanced 
students, in accordance with their rank and preparation, for special 
investigation. 

Four of the Fellowships assigned in the Graduate School have 
special reference to political and economic studies, namely : the 
Henry Lee Memorial Fellowship (income $450) , lor the study of 
Political Economy ; the Robert Treat Paine Fellowship (income 
$500), for the study of Social Science; the Henry Bromfield K<><;- 
ers Memorial Fellowship (income $450), for the study of Ethics 
in its relation to Jurisprudence or to Sociology ; the Ozias Goodwin 
Memorial Fellowship (income $450), assigned to students oi^ Con- 



28 

stitutional or International Law. The departments of History and 
Political Econonry are particularly well equipped as regards libraries. 
Not only is the central library in Gore Hall remarkably rich in mate- 
rials for research in these departments, but four separate class-room 
libraries, — two in history, one in economics, and one in sociology 
and ethics, — place in the most readily accessible order the books 
most in use by students and instructors. 

Fine Arts. — Four courses and opportunities for special research, 
offered by a professor and an assistant professor. 

The instruction in this department divides itself naturally into two 
groups. In the first group are courses on the principles of delinea- 
tion, color and chiaroscuro, and on the principles of design in paint- 
ing, sculpture, and architecture. In both courses lectures are supple- 
mented b} r collateral reading and by practice in drawing and in the 
use of water colors. The second group contains historical lecture 
courses on ancient art and on Roman and mediaeval art. Advanced 
students are enabled to pursue special studies in the history of Fine 
Arts. This department will soon occupy its new quarters in the 
William Hayes Fogg Art Building to be built in the College yard. 

Music. — Six courses offered by one professor. 

These courses provide thorough training for students who intend to 
follow music as a profession either as teachers or composers, and 
they also offer a course of technical study to those who wish to devote 
themselves chiefly to musical criticism and literature, or to the culti- 
vation of musical taste. 

The first course is in Harmony. The fundamental principles of the 
theory of music are embodied in the study of harmony, which treats 
of the different chords in their natural relations and combinations. 
The subdivisions of the subject are as follows : Intervals, or the 
measurement of the distance from one tone to another ; Triads and 
Seventh chords with their inversions and resolutions ; Chromatically 
altered chords ; Cadences ; Suspensions ; Passing and Changing- 
notes ; Organ-point ; Harmonization of given melodies, or the appli- 
cation of chords to the accompaniment of a cantus firmus in four-part 
writing ; Modulation. The second course is in Counterpoint, which 
applies the principles of harmony to the melodious treatment of the 
several voice-parts in combination. The art of musical composition 
begins properly with this study. The work consists principally of 
written exercises on given themes in the following order : Chorals 
and melodies harmonized, using passing notes freely ; the several 
orders of Counterpoint in two, three, and four voices, with the cantus 



29 

firmus ; Double Counterpoint; Free Imitative Counterpoint; Inven- 
tions in two voices. The third course is in Canon and Fugue, which 
'are the most advanced and difficult forms of strict composition, and 
require a thorough knowledge of harmony and counterpoint. The 
work consists mainly of the composition of two-part Canons in sim- 
ilar and contrary movement, with different intervals ; canons with 
free accompanying voices, etc. ; fugues in two and three voices. A 
part of the time is given to forms of free instrumental music. The 
fourth course is in Free Thematic Music, and aims to give a knowl- 
edge of musical form (or thematic construction) so essential to the 
thorough understanding and appreciation of the works of the great 
composers, as embodied in their symphonies, overtures, chamber 
music, and sonatas. A course in the History of Music traces the 
gradual development of music from ancient to modern times. It 
gives the history of Gregorian church music ; the origin and develop- 
ment of the modern scales and counterpoint ; the choral music of the 
Flemish and Italian masters of the loth and 16th centuries ; history 
of the opera, cantata, and oratorio ; instrumental music with the 
development of the present classical forms of composition as repre- 
sented by the great masters ; musical instruments, ancient and 
modern. A course in Instrumentation, open only to advanced stu- 
dents, concludes the series. 

The student of music at Harvard has great advantages offered him 
for the cultivation of his taste by the numerous concerts given in 
Boston and Cambridge. The University Librar}', with its 412,000 
volumes, is intended to possess all books required for reference by 
students in music. The library contains the complete editions of the 
scores of Palestrina, Handel, Bach, Mozart, Gretry, Beethoven, 
Schubert, Schumann, Mendelssohn, Chopin, and Wagner, and the 
principal scores of all the great composers. The library is also rich 
in books on musical theory, history, biography, criticism, and aesthet- 
ics. If a book needed by a graduate student is not found in the 
library, it will usually be ordered. The books which bear most 
directly upon any given course are placed together on special shelves, 
lettered with the name of the Instructor. In drawing books, three 
volumes may be taken at a time and may be retained a month ; but 
additional facilities are afforded students who are carrying on special 
lines of research. 

Mathematics. — Twenty-eight courses and a seminary, offered by 
four professors and three instructors. 

Six of the courses given in this department are elementary in char- 
acter and cover the following subjects : algebra, solid geometry, ana- 



30 

lytic geometry, plane trigonometry, and spherical trigonometry. The 
higher courses ma} 7 be classified as intermediate, advanced, and 
courses of research.. The intermediate courses include differential- 
and integral calculus ; modern methods in geometry ; determinants ; 
and the elements of mechanics. The advanced courses and courses 
of research include among other subjects : quaternions ; general 
theory of the algebraic curves ; analytic mechanics ; trigonometric 
series ; introduction to spherical harmonics ; potential function ; the 
theory of equations ; the theory of functions ; higher algebra ; hydro- 
mechanics ; wave motion ; problems in the mechanics of rigid bodies ; 
the elliptic functions ; the theory of substitutions ; functions defined 
by differential equations ; curvilinear coordinates and Lamp's func- 
tions ; qualitative algebra and the algebra of logic. One of the 
principal objects of the seminary is to give students instruction in 
preparing and delivering lectures on topics not usually treated in any 
of the regular courses. 

Engineering. — Seventeen courses offered bjvone professor, one 
assistant professor, and six instructors. 

The courses offered include the following : practical astronomy, 
determination of time, latitude, and longitude, use of the sextant and 
astronomical transit ; mechanical drawing ; surveying, plotting, and 
topographical drawing ; stereotomy and machine drawing ; construc- 
tion and maintenance of common roads ; railroad surveying ; rational 
mechanics and graphical statics ; resistance of materials as used 
for structural purposes ; hydraulic and wind motors ; general theory 
and efficiency of machines, steam-engines, and pumping-engines ; 
water supply and sanitary engineering ; bridges and buildings ; 
masoniy and timber structures and foundations ; dynamo electrical 
machinery ; industrial applications of electricity. 

; ' Those courses which represent the essential portions of the 
professional occupations of civil, topographical, mechanical, and 
electrical engineers are required in the work of eveiw student in the 
department. These essential subjects are supplemented by such 
elective courses as the future technical work of the student, or the 
natural trend of his capacities or talents maj T indicate as most useful 
for him. There is thus offered to } 7 oung men who desire to attain 
an education in engineering not only the most advanced technical 
training in the general and special fields of engineering work, which 
may give them control uf all branches of design, construction, and 
operation, but also instruction which may aid in developing their 
executive capacity, and prepare them to originate and construct, in 
the progress of their professional career, those engineering enter- 



31 

prises which play important parts in the development of the material 
resources of the country. The method of instruction is that of lect- 
ures and conferences supplemented by demonstrations by the students 
in such portions of the various engineering subjects as are best 
adapted to that mode of treatment. Laboratory work with testing 
machines, dynamos, motors, and other special machines is required 
at all available points in the courses of stud}*. Field work with 
surveying and geodetical instruments is made a prominent feature in 
the students' operations. The resulting notes and data are care- 
fully worked up and preserved, and maps, plans, sections, etc., made 
from them precisely as in actual engineering operations. Frequent 
visits of inspection and observation are made to engineering works 
(including those of electrical engineering) in process of con- 
struction and operation, for which the vicinity provides unusual 
facilities." 

Physics. — Thirteen courses, including those of research, offered 
by two professors, one assistant professor, two instructors, and four 
assistants. 

The courses in Physic? are naturally separable into three groups. 
In the first group fall two courses in experimental physics, covering 
measurements in mechanics, sound, light, heat, electricit}*. and magne- 
tism, and a course in general descriptive physics. In the second 
group are placed courses in electrostatics, electrokinematics, and 
electromagnetism ; electrodynamics and magnetism ; light, a general 
treatment of optical phenomena ; thermodynamics ; and in heat en- 
gines. The third group contains courses on the mathematical theory 
of electrostatics and electrokinematics ; on the mathematical theory 
of electrodynamics, magnetism, and electromagnetism, and special 
research courses on spectrum analysis, mathematical physics, and 
electromagnetism and heat conduction. 

"Unusual facilities are offered in the elementary laboratories, 
which occupy the east end of the Jefferson Physical Laboratory 
building, for obtaining a knowledge of Physical Science. Especial 
attention has been paid to the construction of laboratory apparatus 
suitable for instruction, and the courses are believed to have a logical 
sequence. A large lecture room, seating over 300, is provided with 
apparatus for modern methods of projection, and with those facilities 
for illustration which steam at high pressure, oxygen and hydrogen 
gases, and alternating and continuous currents of electricity permit. 
The west end of the building is devoted to physical investigation and 
to the advanced work of graduate students. The method of construc- 
tion permits an entrance to each room from a central corridor, and 



_ : - 

thus obviates intrasion npon delicate work. The rooms in the western 
end are provided with piers, and the pipes and metallic work are of 
brass, to prevent as far as possible magnetic disturbances. Tze 
building is very favorably situated for scientific investigation, being 
in a qniet neighborhood, at a distance of three or four hundred feet 
:r:z: z'--. Lr^ies: jre:."' 

Chemistbt. — Seventeen courses, including five of research, offered 
by three professors, three instructors, and eight assistants . 

An elementary lecture course in Chemistry is prescribed for all 
r rshmen in Harvard College. Following, or supplemental to this, 
is a course in experimental chemistry of an introductory nature, and 
this in turn is followed by a course in general descriptive chemistry, 
including its application in the arts and embracing the scheme of 
the chemical elements. Three regular courses in mineralogy are 
offered by this department : one in the mineralogy of common rocks 
and metallic ores, with blowpipe and furnace assaying, one in syste- 
matic mineralogy, and one in crystallography and the physics of 
crystals. Two courses are offered in quantitative analysis and one 
in qualitative. Among more advanced courses are those on the 
carbon compounds: chemical philosophy; problems in inorganic 
chemistry and chemical physics. The courses in research given 
this year are in the determination of atomic weights, aromatic com- 
pounds, organic chemistry, inorganic chemistry, and in advanced 

Besides the research work which is being carried on by the instruc- 
tors, twelve advanced students, some of whom are also assistants, are 
conducting various original researches, the more important results of 
which will be published. One professor and his assistants are contin- 
uing the study of the derivatives of tribronidinitrobenzol, as well as 
of turmerol and other products obtained from tumeric. Another. 
ssisted by several graduates, is devoting much time to the study of 
the derivatives of methyl pyromucic acid, which was discovered by 
him not long ago. Another, with several graduate students, is work- 
ing upon atomic weights ; four of the instructors are revising the 
atomic weights of barinm, strontium, and calcium : and another, that 
of bismuth. 

The laboratories of this department contain over 250 working 
tables, more than half of which are occupied bv two students each, 
having separate lockers and working at different hours. 

In the mineralogieal laboratory the instructor and his assistant are 
engaged in the analysis of minerals and in studying the constitution 
:: iif-'.fririTrS. 



33 

Botany. — Six courses, including two of research, offered by two 
professors and one assistant professor. 

The instruction in this department includes an elementary lecture 
course with laboratoiy drill ; a course on the morphology of plants, 
which is closely associated with a corresponding laboratory course in 
zoolog}* ; an advanced course in general botany with laboratory prac- 
tice ; a course in cryptogamic botany ; and two research courses on 
the structure and development of phanerogams, and of cryptogams, 
respectively. The work of this department is intimately connected 
with that of the Gray Herbarium, the Botanic Gardens, and the 
Botanical Museum. Abundant material for laboratory work is sup- 
plied by the Botanic Gardens and the Busse}- Institution. The 
phanerogamic laboratories in the Botanical Museum accommodate 
125 students at one time. The department of Botany has, in the 
Nathaniel Gushing Nash memorial lecture-room, the finest class-room 
in the University. It has the height of two stories ; its seats are 
arranged as an amphitheatre and each has a movable desk attachment. 
The room is equipped for lantern projections and demonstrations. 

Zoology. — Eight courses, including those of research, offered by 
two professors, two instructors, and three assistants. 

The courses begin with an introductory course in general zoology 
in which the time is divided between topics connected with the mor- 
phology and distribution of animals, and an outline of human plrysi- 
ology. Lectures are supplemented by laboratory work. The second 
course is on the morphology of animals and must be taken in connec- 
tion with its complementary course in botany. More advanced courses 
cover the comparative anatonxy of vertebrates ; microscopical anat- 
omy ; and the embryology of vertebrates. Research courses are 
offered in the anatomy and development of animals ; general entomol- 
ogy ; and comparative osteology. The investigations of advanced 
students taking these courses are usually printed in the Bulletin of 
the museum. 

"All zoological courses are conducted in the natural history labo- 
ratories, and the work under the museum assistants is carried on in 
the adjoining Museum of Comparative Zoology, which was founded 
by Professor Lo.uis Agassiz in 1851). The formal instruction by 
lectures and laboratory work on anatomy, histology, and embryology 
is conducted in rooms on the fourth and fifth floors in the northwest 
section of the Museum. Places for work upon the museum collec- 
tions are provided in connection with the rooms of the several 
museum assistants. There are a large number (17) of such rooms 
where specialists may work under proper restrictions, and have easy 



34 

access to the collections, which have all been arraDged with a view to 
facilitating special investigations. The fifth-floor lecture-room has a 
floor space of 2260 square feet and seats about 250 persons ; it 
has thirteen north and west windows, and is provided with work- 
tables and microscopes for classes in sections of about 25 each. A 
room on the fourth floor corresponding in position and size to the 
lecture-room above is provided with work-tables to accommodate 
about 40 students. It is also used as a lecture- room, having seats 
for a class of 75. The laboratories flanking the one last mentioned 
have each five windows. A large room having a west exposure is for 
class work in histology and embryology ; it has a flopr space of 1200 
square feet, and is furnished with the needed apparatus for advanced 
microscopical work. A room with north exposure is used exclusively 
by persons carrying on original investigations in the anatomy and 
development of animals ; it is equipped with the modern appliances 
for such work. There are a large series of diagrams (1300) and 
several cases of anatomical preparations in the laboratories and adja- 
cent halls, as well as an extensive collection of embryological models, 
which are used in the illustration of lectures. 

The books which are most needed in connection with class instruc- 
tion are in both the Museum Library and the Libraiy of the Zoologi- 
cal Laboratories. The latter at present contains about 200 volumes. 
Besides the zoological memoirs embraced in the transactions of 
learned societies, which are largely stored in the College Library, the 
Museum Libraiy contains over 23,000 volumes and half as many 
pamphlets on zoology and palaeontology. It therefore rarely happens 
that an}' one engaged on a special topic of research fails to find at his 
command all the literature on the subject ; and in such an event the 
desired works, if not at hand, are usually included in the regular 
orders for the increase of the Museum Libraiy. The reading tables 
of the Museum Libraiy. on which the current periodicals in zoology, 
palaeontology, and geology are arranged as soon as received, occupy 
a space 9 feet wide by 170 feet long, and are lighted by twenty-two 
windows. The collections of the museum are in charge of museum 
assistants, who. at the discretion of the director, afford opportunities 
for study to persons fitted to make intelligent and proper use of the 
material. The collections, having been made for the purpose of aid- 
ing in the advancement of science, are accessible onl} T to persons who 
are already capable of making the best scientific use of them." 

Geology. — Sixteen courses, including six of research, offered b} T 
three professors, one assistant professor, one instructor, and six 

assistants. 



35 

The instruction given in these courses includes the subjects of geol- 
ogy, physical geography and meteorology, petrography and palaeon- 
tology. There are courses for beginners in meteorology, physical 
geography, and elementary geology. Courses open to both graduate 
and undergraduate students include general critical geology, struc- 
tural and dynamical geology of the stratified rocks, petrography, 
paleontolog} 7 , historical geology, and economical geology. Courses 
usually open only to graduate students cover advanced geological 
field-work, selected topics in physical geography and meteorology, 
petrographical research, an advanced course in paleontology, mineral 
veins and metalliferous deposits, geographical methods and results. 
Advanced students meet the instructors weekly in the Geological 
Conference. Frequent field-work expeditions are led by members of 
the department to quarries, cuttings, beaches, and other points of 
geological interest in eastern New England. The laboratories and 
lecture-rooms exclusively occupied by the department of geology 
form one of the most important sections of the University Museum, 
and their equipment is ample for present purposes. 

American Archaeology and Ethnology. — A course of special 
training, requiriug three years for its completion, offered by one 
professor. 

The work in Archaeology is carried on in the Peabody Museum of 
American Archaeology and Ethnology, where laboratories and ample 
collections afford abundant space and material for study. Promising 
students are, in the later part of their course, kept emplo} T ed in the 
field either in Honduras or other localities where exploration is in 
progress. In the year 1892-93 the World's Columbian Exposition 
dictates the occupation of all members of this department. In order 
regularly to enter this course of study, the candidate must be a grad- 
uate student and have a knowledge of chemistry, geology, botany, 
zoology, drawing, surveying, French, and Spanish. 

Anatomy, Physiology, and Physical Training. — Six courses, 
offered by an instructor and the director of the Hemenway Gymna- 
sium. 

These courses are offered primarily for students of the Lawrence 
Scientific School, and can be counted for the degree of S. B. only. 
They are as follows: elementary physiology and hygiene of common 
life; history of physical education; physiology of exercise; anthro- 
pometry; measurements and tests of the body; effect of age; nur- 
ture and physical training; applied anatomy and animal mechanics ; 
remedial exercises; the correction of abnormal conditions and posi- 



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HARVAKD COLLEGE. 

Of the three departments under the Faculty of Arts and Sciences 
the College is the oldest and largest. It has a high standard for its 
degree of Bachelor of Arts. Few, if any, other American colleges 
equal it in this particular. This fact is shown by the requirements 
for admission and graduation, as stated in the University Catalogue, 
and exemplified by the examination papers on admission requirements 
and on college studies. A large number of high schools and acade- 
mies are unable to fit their pupils for Harvard College ; and many of 
the preparatory schools find it necessary to provide extra instruction 
for pupils intending to enter here. Finally, students coming to Har- 
vard from another college seldom find it for their interest to enter at 
the same grade which they held at the college from which they came. 
Entrance ad eiinclem can, however, always be obtained by passing the 
required examinations, and it is sometimes granted without examina- 
tion to students who have gone temporarily to another college and 
have maintained there a specially high rank. The following table, 
which gives the percentage of candidates who failed in the final 
examinations in a recent year, indicates the severity of the marking 
at the admission examinations. 

ELEMENTARY STUDIES. ADVANCED STUDIES. 

English 17 Greek 8 

Greek 15 Latin 17 

Latin 11 Greek Composition 29 

German 56 Latin " ...... 13 

Trench 19 German 28 

History (Ancient) 29 French 17 

" (Modern) 32 Logarithms and Trigonometry . 35 

Algebra 23 Solid Geometry 25 

Plane Geometry 30 Analytic Geometry 2!) 

Physical Science (Desciptive) . 53 Advanced Algebra 43 

Physics (Experimental) .... 18 Physics H 

Although the Harvard standard is thus seen to be exceptionally 
high, the requirements for admission are much more elastic than 
those which prevailin most other places. The simplest form of the 
requirements calls for a special knowledge of English, Greek, Latin, 
German, French, history, algebra, plane geometry, and physics, 
together with advanced preparation in two subjects chosen from the 
languages already named, mathematics, and physical science. But if 
a candidate prefers to omit cither Greek <>r Latin, and either French 
or German, he ma} T do so on condition of passing (under certain 



38 

restrictions in the case of Greek or Latin) in an additional number of 
advanced subjects. Moreover in history he has a choice between 
American and English history and the history of Greece and Rome ; 
and in physical science between elementary physics and astronomy 
learned from text-books 011I3-, and experimental physics learned in 
the laboratory. In elementary Greek, Latin, German, and French 
he is not tied to miy particular authors, but is asked to show his 
ability to translate simple prose passages at sight. In English he is 
required to write a composition upon a subject taken from one of 
several specified books, most of which — if he has literary taste — he 
has probably read before being required to do so. Japanese candi- 
dates may under certain conditions substitute Japanese for English, 
Chinese for elementary Greek, and English for elementary Latin. 
For an exact statement of the existing requirements for admission 
the candidate should invariably consult the University Catalogue, but 
the following details may serve to give an idea of what a Harvard 
student is expected to learn before entering College. 



Elementary Studies. 

English. — The first part of the examination in English is based 
upon selected works of standard English authors. The list of books 
changes from year to year, the announcement of the changes being- 
published several years in advance. The student should read the pre- 
scribed books as he reads other books ; he will be expected, not to 
know them minutely, but to have freshly in mind their most impor- 
tant parts. He ma}' be asked to write an outline of a specified novel 
or to explain the purport of an essay. 

Whatever the subject of the composition, the examiner will regard 
knowledge of the book as far less important than ability to write 
English. The student should therefore have constant practice in 
writing, and should test his work severely. He should spell correctly 
and punctuate intelligently. He should make sure — so far as he can 
— that every word means something, and the right thing ; that every 
sentence is grammatical ; and that thought follows thought in logical 
order. He should do his best to make his work accurate in every 
part, and to combine the parts in a coherent whole. 

The student may train himself for the correction of specimens of 
bad English — the second part of the examination — (a) by correct- 
ing his own work ; (5) by correcting the bad English of others.* 

* A book to be recommended for this purpose is The Foundations of Rhetoric 
by A. S. Hill. New York : Harper & Brothers. 



3 C J 

In preparation for both parts of the examination, he should study 
the elements of grammar and rhetoric ; and he should apply what he 
learns (a) to his own writing and (6) to passages in the prescribed 
books. 

Greek. — The examination in elementary Greek tests the candi- 
date's ability to translate simple Attic prose at sight. In order to 
meet this requirement the candidate must possess a good practical 
knowledge of the forms and constructions of the language and must 
have command of a considerable vocabulary. The essential forms 
and ordinary constructions should be thoroughly mastered. From 
the beginning, practical use should be made of the knowledge ac- 
quired by translating Greek into English and English into Greek, 
first single detached sentences and then, as soon as possible, con- 
nected passages. The acquisition of a vocabulary should be system- 
atically pursued. Important words should be daily committed to 
memory, not as separate units, but with regard to their affinity in 
form and meaning. These groups of related words will grow from 
lesson to lesson. In acquiring the elements of the language some 
such help should be resorted to as The Beginner's Greek Book, pub- 
lished by Ginn & Company, Boston, which supplies materials and 
indicates the method. 

When the elements have been acquired, the pupil should read ex- 
tensively in Xenophon, the most of whose writings are accessible in 
good school editions. He should be required to read aloud, and 
should be taught to depend, in reading, upon his own resources so 
far as possible. He should commit the new words that he meets to 
memory, and should confirm his knowledge of forms and construc- 
tions by systematic use of a grammar. He should aim to learn to 
read freely and with ease, but always exactly. The total amount 
read in preparation for the examination should not be less than three 
hundred or four hundred pages. 

Latin. — The examination in elementary Latin demands of the 
candidate ability to read simple prose which he has not read before. 
This is the main requirement ; but to enforce thoroughness and exact- 
ness in the candidate's training, questions on the ordinary forms and 
constructions of the language are appended to the passages set for 
translation. Thorough preparation for this examination requires, for 
the average student, a three-years course, and this is the time usually 
given to it ; some of the best schools give even more. The student's 
training should be of the same general character as thai recommended 
in Greek. The author most commonly read is Caesar; but other-. 



40 

such as Xepos and Quintus Curtius, may be used advantageously for 
supplemental}' reading. Pupils from the best schools have also usu- 
ally read selections from Ovid or a few books of the Aeneid by the 
time the}* take the elementary examinations, although ability to read 
these authors is not required. 

German. — A student who wishes to fit himself to pass the elemen- 
tary examination in German for admission to Harvard College should 
first master so much of the grammar as is contained in Sheldon's 
"Short Grammar." He is advised to give especial attention from 
the beginning to the rules for pronunciation. The study of the gram- 
mar should be accompanied by the careful reading of at least two 
hundred duodecimo pages of easy German ; for this purpose, the 
use of a graded reader is recommended, such as Brands' s Eeader 
(Allyn & Bacon, Boston) ; or Joynes' Reader (D. C. Heath & Co., 
Boston), supplemented by selections of historical prose like those 
contained in Beresford- Webbs Historische Erzahlungen (D. C. Heath 
& Co., Boston). The student is advised to give himself a good deal 
of practice in reading " at sight" ; that is to say, as soon as he has 
mastered a small vocabulary he should try to make out, without too 
constant use of the dictionary, the meaning of easy sentences which 
are new to him. In so doing, he should, however, take great care 
not to form the habit of merely guessing at the meaning of a sentence. 

The one point in grammatical study which will best help the stu- 
dent to read at sight is a thorough mastery of all the irregular (or 
"strong") verbs. Students who wish to take German courses of a 
literary nature in College should also have considerable practice in 
translating, into German, not only simple sentences, but also con- 
nected pieces equivalent to at least ten pages in von Jagemann's 
Materials for German Composition (Henry Holt & Co., New York). 

French. — To prepare for the elementary examination in French, 
the student should use such books as Chardenal's first and second 
French courses and (in case he is working without the aid of a com- 
petent teacher) the keys to the exercises of the same. A student 
working without a teacher should write the exercises, then correct 
them with the help of the key, and write them over again a few days 
later without looking at the first draft. Xot less than five hundred 
pages of French should be read. The best books to begin with are 
readers, such as the first part of B6cher's French Reader (omitting 
the selections in verse), or Macmillan's Second Progressive French 
Reader ; then easy novels and plays, such as l'Abbe Constantin, by 
Ludovic Halevy ; la Poudre aux Yeux, and le Voyage de M. Perrichon, 



41 

by Labiche. Excellent, as well as easy, historical reading will be 
provided by the Charles XII. of Voltaire. It is esssential that some 
idea of the pronunciation should be obtained from some one fairly 
conversant with the French language. G-asc's French-English and 
English-French Dictionary will be found at least as convenient as 
any. 

History. — The requirement in history is intended to call for a 
substantial piece of work, equal to that demanded in any other sub- 
ject occup3 7 ing one hour on the examination programme. The books 
named in the Catalogue to "indicate the amount of knowledge 
demanded " represent the minimum of fact which a candidate is ex- 
pected to master. The preparation should be such as to enable the 
pupil to use his facts. The "additional readings" are therefore 
particularly recommended, showing how to reason from facts, and the 
larger the amount of reading which is thoughtfully done, the greater 
will be the number of things which the pupil remembers because he is 
interested in them. The best method of instruction is to use a text- 
book as a guide, and to require pupils from day to day to read the 
" additional readings " and like works giving other accounts of the 
same events or institutions. Care should be taken that pupils should 
remember the ideas of the books, but state them in their own words. 
Much may be accomplished by distributing topics among the mem- 
bers of the class for special preparation, the best of them to be re- 
ported to the class. In such cases the teacher should take care that 
every pupil masters also the general lesson. The teacher will find it 
useful to his pupils frequently to set them questions, so put as to 
make each one think about and combine for himself the facts with 
which he is dealing. Answers should be written. Candidates studj T - 
ing by themselves should read text-books and additional readings 
carefully, reviewing at times b} r taking up such compendiums as 
Ploetz's Epitome, and trying to bring together from memory the 
causes and results of events mentioned. The geography may be best 
learned by the use of outline maps, boundaries being drawn and 
places located from memory. 

Mathematics. — A thorough, practical acquaintance with ordinary 
arithmetic is assumed as underlying all preparation in mathematics. 
But no examination is held in arithmetic; and students are advised 
not to waste their time on merely puzzling problems, which can be 
better solved by algebra, or on the details of commercial arithmetic. 
The "four rules," the operations on vulgar and decimal fractions, the 
simpler reductions and combinations of compound numbers, and the 



42 

extraction of the square root ought, however, to be thoroughly under- 
stood, in such a manner as to be easily and accurately worked out; 
for these afford the necessary basis of mathematical knowledge. 

The examinations in elementary algebra and plane geometry re- 
quire not only accurate knowledge of those subjects, but the practical 
power — which can easily be gained by training — to use that knowl- 
edge in the solution of new problems and examples. Memory is in- 
dispensable here as elsewhere ; but in mathematics, its part should 
be as small as possible. The student should strive to attain a firm 
hold of the reasons involved in the demonstrations, solutions, con- 
structions, rules, and methods presented to him ; to remember those 
reasons through the force with which they are impressed on his mind ; 
and to remember the details of his subject, because he remembers 
their reasons. This requires earnest, patient, concentrated study ; 
but the habit once formed, mathematics becomes easy, and the stu. 
dent can enter a mathematical examination with confidence. 

The list of subjects in algebra, given in the announcement of 
requirements, should be carefully considered ; and the student should 
not fail to cover the whole ground there specified. A large number 
of examples should be solved ; so that the student may learn to do 
his work with reasonable quickness, as well as with clearness, facility, 
and exactness. The examination aims to test all these qualities. 
The solution of tolerably complicated literal quadratics ; the various 
methods of elimination, for equations of the first two degrees ; the 
putting of problems, in a neat manner, into equations ; the working 
of all the algebraic operations both for integral and for fractional 
expressions — ma}^ be specially pointed out as important subjects of 
attention. The student should learn to arrange his work in a clear, 
orderly, and compact fashion. Wentworth's Elementary Algebra 
(Ginn & Co., Boston) is widely and successfully used by schools 
which prepare for this College. But any reputable text-book, if it is 
well provided with examples and covers the whole ground required, 
may be employed. Wentworth's College Algebra (same publishers), 
Chaps. X. and XI. ; Todhunter's Algebra (Macmillan & Co., New 
York, Chaps. VI-VIIL, XIII., XVIII., XIX., XXI.-XXIV., inclu- 
sive ; and Went worth and Hill's Exercise and Examination Manuals 
(Ginn & Co.) contain good examples for practice. 

In geometr}', the student should guard against committing the 
demonstrations and solutions to memory from his text-books. He 
should, so far as possible, work them out for himself, with his own 
diagrams, using the book as a guide, and always bearing in mind that 
his object is to learn a subject, not a particular author's presentation 
of that subject. He should make his diagrams as different from those 



43 

drawn in his books as the conditions of the question allow ; he should 
often use different lettering from the book ; and sometimes tr} T to 
invent proofs and solutions of his own, remembering always that the 
shortest and simplest methods, if rigorous, are best. This way of 
working will help him towards the solution of original problems, on 
which he should carefully prepare himself. It is an excellent practice 
to perform many actual constructions with the rule and compasses, 
according to geometric principles, and with the utmost care and 
finish. The student thus becomes familiar with the conditions of the 
possibility of a construction and with the actual use of theorems ; and 
acquires a greater interest in his study. But he should remember 
that a fine drawing, however useful in its own way, has no geometric 
value ; it is unnecessary to a sound demonstration and is powerless 
to redeem a faulty one. Byerly's Chauvenet's Geometry (Lippincott 
Co., Philadelphia) is to be strongly recommended as a suitable text- 
book ; Wentworth's Geometry (Ginn & Co., Boston) may also be 
favorably mentioned ; but, as in algebra, any standard treatise may 
be chosen. In addition to the regular text-books, Julius Petersen's 
"Methods and Theories for the Solution of Problems, etc." (Samp- 
son Low & Co., London) may be used with advantage by the student 
who has the time and inclination to make special studies in the art of 
geometric invention. 

One third of one full year of work ma}^ be taken to represent the 
time devoted to the study of elementary algebra at good schools ; and 
one fifth of a year, the time devoted to plane geometry. A capable 
and somewhat mature student may prepare himself satisfactorily for 
the examinations in decidedly less time ; but, on the other hand, the 
student who can give more study to plane geometry especially is 
strongly advised to do so. A thorough mastery of either of these 
subjects, on which all higher study of mathematics depends, and 
which contribute indirectly in an important degree to a vigorous men- 
tal training, necessarily requires time for the assimilation of the new 
conceptions and processes which characterize them, and for the 
formation of habits of exact thought. 

Elementary Physics. — Previous to 188G the only requirement in 
physics for admission to Harvard College was text-book work. In 
that year and the year following a pamphlet was prepared by tin- 
College describing in detail a laboratory course intended as an alter- 
native for the text-book course. A candidate for admission may 
therefore now oiler either a fcext-book course or a laboratory course. 
The laboratory course is strongly recommended to all who can 
take it. 



44 

The text-book alternative is retained because the teaching of phy- 
sics by laboratory methods has not }-et become general in the schools 
of the country at large. Concerning this requirement nothing need 
be added to the statement of the Catalogue, which is as follows: 
Astronomy [The first eleven chapters of Young's Elements of Astron- 
omy (Boston: Ginn & Co.)] and Physics (Avery's Elements of 
Natural Philosophy * or G-age's Elements of Physics) . This require- 
ment, if fully and thoroughly met, probably imposes as much work 
upon the student as the laboratory alternative. 

Inquiry has shown that in a considerable number of the best 
schools which fit for Harvard College about five school-hours per 
week, presumably with some hours each week out of school, for one 
year were devoted to physics. Accordingly, the laboratory course 
described in the pamphlet was planned to occupy the student, 
in school and out, about seven or eight hours per week for one 
year. 

As physics is no longer a required study in college, it was borne in 
mind, in planning the laboratory course for the schools, that very 
many of those taking it would never have any other systematic course 
in physics. Accordingly the exercises were so chosen as to cover a 
wide range of subjects and to have many applications in the experi- 
ence of every-daj' life. The course at its last revision, in 1889, was 
arranged in forty-six exercises, any six of which may be omitted by 
the candidate. The examination for those who present this course 
consists of a written test upon questions closely connected with the 
work of the course, a laboratory examination, usually upon the exer- 
cises of the course, and an examination of the note-books used during 
the progress of the course in the schools. The written examination, 
though less important than the other two. and comparatively easy, 
gives valuable evidence as to the intelligence with which the student 
has carried on his work and the thoroughness with which he has 
mastered its principles. 

Particular attention has been given to the question of pecuniary 
expense in the arrangement of laboratory course, and with such suc- 
cess that the course is fully established in most of the schools that 
send many students to Harvard and is gradually making its way into 
smaller schools. The pamphlet describing this course is called a 
Descriptive List of Elementary Physical Experiments. It is for sale 
at the University Bookstore. Cambridge. 



* The folio-wing portions of the 1885 edition mar be omitted : — sections I. and 
II. of chap. I. (excepting arts. 23-30). arts. 254-267, 316-349, 371, 411-115, 445- 
455, 464-467, 470-476, 707-714, 729-715, and the whole Appendix. 



45 



Advanced Studies. 

Considerably more advanced training is also required in from two 
to five of the following subjects : Greek, Latin, German, French, 
mathematics, physics, chemistry. If Greek is omitted from among 
the elementary subjects, four of these advanced subjects instead of 
two must be offered, and they must include a considerable part of the 
advanced mathematics and sciences. For a precise statement of the 
omissions from the elementary list and the corresponding substitutions 
from the advanced list the student must consult the Catalogue. 

The following suggestions ma} T aid students in preparing for exam- 
ination upon the advanced studies : — 

Advanced Greek. — The requirement in this subject is the power 
to translate at sight average passages from Homer, or less difficult 
passages from both Homer and Herodotus, and to answer questions 
on the usual forms and ordinar} r constructions of the language and on 
prosody. In acquiring a Homeric or Herodotean vocabulary to meet 
this requirement, the same method should be pursued that is recom- 
mended in the case of Elementary Greek. In Homer the reading 
should not be confined to selections from the Iliad only, but parts of 
the Odyssey should be added. From four to six thousand verses of 
Homer will ordinary be sufficient, although more may well be read. 
There should be constant practice in translation at sight, both written 
and oral, and all translations should be in good idiomatic English. 
Antiquated editions should be carefully avoided. These are particu- 
larly dangerous guides in the matter of Homeric forms, syntax and 
prosody, which should be studied in some recent book such as Sey- 
mour's Homeric Language and Verse, a little work published separ- 
ately or as an introduction to Seymour's edition of the Iliad. 

Greek Composition. — This subject should not be regarded as 
something set off by itself, but there should be constant practice in 
it, side by side with translation from the Greek. The Greek Depart- 
ment recommends that from an early stage the pupil should be 
accustomed to translate into Greek, both orally and in writing, Eng- 
lish exercises based upon the Greek which he is actually reading. 
Such exercises will be found in most of the introductory books now 
in use, but frequently the best results will be obtained if the teacher 
composes the English exercise himself, suiting it to the capacity and 
special needs of the pupil. At the outset detached sentences may 
be employed, and these will always be found useful whenever the 
pupil is beginning upon a new principle of orthography or syntax ; 
but as soon as possible he should be introduced to connected narra- 



46 

tive, in the shape of passages based upon the prose author whom he 
is reading. Examples of the kind of exercise in narrative recom- 
mended will be found in Woodruff's Greek Prose Composition 
(Boston: Leach. Shewell ^ Sanborn) or in Allison's Greek Prose 
Composition ( Boston : Allyn & Bacon) . But here again exercises 
prepared by the teacher himself will often be of more benefit to the 
pupil. They may be based not only upon Xenophon but also upon 
other authors : for example, upon the simple narrative parts in the 
orators or in Plato : or Herodotus may be used, the pupil of course 
being required to write his version in Attic Greek. .Sometimes the 
exercise prepared by the teacher may be a close translation from the 
Greek author : then the pupil, after writing it. has an opportunity to 
see his Greek corrected by the original. When, however, the exercise 
is not a translation, but a free paraphrase or narrative based upon the 
Greek, the original model may be put into the pupils hands for study 
before he begins to write ; it may even be made the subject for study 
and recitation in the previous meeting of the class. 

Advanced Latix and Latix Composition. — In the examination 
in Advanced Latin the candidate is required to translate at sight 
passages of average difficulty from Cicero and Virgil : and the 
thoroughness of his preparation is further tested by questions on 
forms and constructions, and on prosody. There is also an examina- 
tion in Latin Composition, demanding of the candidate ability to 
translate into Latin a passage of connected narrative. The two 
examinations are separate, so that the • Advanced Latin ' may be 
taken without the composition, if the candidate does not need the 
latter to till out his quota of advanced studies, The wiser course, 
however, is to take both subjects, if one is taken. Practice in com- 
position should not be omitted at any stage of the preparation in 
Latin, and it should be carried on in connection with the pupil's read- 
ing, the passages for translation into Latin being based on the Latin 
text which he is studying at the time, Good models for this sort of 
work may be found in Collar's or Darnell's Latin Composition. Such 
practice is almost indispensable to a cleai and accurate understanding 
of the language, and it will, moreover, put the student in a much 
better position for continuing his study of the classics in College, if 
h^ wishes to do so. 

Practice in reading should include a thorough and exhaustive study 
of a moderate portion of each of the authors, and more rapid reading. 
largely at sight, of a considerable amount. There should be frequent 
practice in written translation. But the fact should be constantly 
impressed upon the pupil that translation is not reading. The two 



47 

are separate, and should both be carefully looked after by the teacher. 
A strong effort is necessaiy to teach the pupil to get at the meaning 
in the original, and to regard translation as a matter of English com- 
position that comes after, when the thought to be expressed has been 
clearly grasped. Reading aloud should be constantly practiced, 
always with due expression and emphasis, and, in poetry, with equal 
observance of the rhythm and the sense. 

Advanced German. — Students should read the following books : 
Riehl, Der Fluch der Schonheit ; Freytag, Aus dem Staat Friedrichs 
des Grossen ; Heine, Die Harzreise ; Goethe, Dichtung und Wahrheit, 
first three books ; Lessing, Minna von Barnhelm ; Schiller, Wilhelm 
Tell and Das Lied von der Glocke ; thirty pages of lyrics and ballads. 
The candidates will be expected to translate passages selected from 
the books prescribed ; to show their knowledge of German accidence 
and sjmtax, and their familiarity with the contents of the prescribed 
books, by writing short themes on subjects suggested by these 
books ; and to translate at sight, passages from books of a similar 
grade. The preparation for the examination in Advanced German 
should therefore include, beside the reading, a thorough drill in 
German grammar, and constant practice in reading at sight and in 
writing German. Students who wish to take in College literary 
courses (all of which are conducted in German) should, moreover, 
accustom their ears as much as possible to the sound of the spoken 
German. 

Advanced French. — With the exception of a French passage to 
be translated into good idiomatic English, the whole paper is to be 
written in French. Ability to write French is therefore the object 
the candidate should have striven to attain ; for it will outweigh, in 
the examiner's eyes, knowledge of the books prescribed. To a stu- 
dent preparing without help of teacher, Kastner's Elements of French 
Composition (Schoenhof, Boston, Ed. 1890) is recommended. The 
book contains both rules of syntax and vocabulary. All the exercises 
of Part I. and not less than seventy-five of Part II. should have been 
written. The reading and writing of French should go on together. 
The books prescribed for the examination are announced in tin 1 
annual Catalogue. After having made himself acquainted with 
their subjects, the candidates should train himself to write in French 
a short, simple summary of the hook tend. Attention is called to the 
importance; of understanding easy French, slowly spoken. This is 
not a sine qua non of passing the examination, but it will prove oi' 
great advantage to the student, as any course that he may elect in 
the department, is conducted in French. 



48 

Advanced Mathematics. — Each of the four advanced admission 
subjects in Mathematics is taught as a half-course in the college, that 
is, it is supposed to occupy at least one-fifth of the student's working 
time for a half-3'ear. 

As these subjects are elective and are of college grade the candi- 
date for admission is naturally held to a rather higher standard than 
in the elementary subjects. 

The ground to be covered and the books recommended are carefully 
described in the " Announcement of Requirements for Admission " : 
iu the Catalogue, and little need be added to what has there been 
said concerniug methods of study. 

The aim of the examiners, as in the case of the elementary Algebra 
and the Plane Geometry, is to test power rather than knowledge ; and 
power can be gained only by careful practice in constructing new 
demonstrations and in solving unfamiliar problems. 

In preparing for the examination in Logarithms and Plane Trigo- 
nometry much attention should be given to acquiring skill in the use 
of Logarithms and in computing with the aid of Trigonometric tables 
both natural and logarithmic. Peirce's "Mathematical Tables" are 
furnished at the examinations, and it is well to become familiar with 
them beforehand ; but the essential thing is to learn to get from any 
table as accurate results as the table can be made to give. 

In Analytic Geometry, practice in solving problems is of prime 
importance, and much time should be given to problems not 
involving numerical data. A theorem is not proved b} T proving a 
special case under it, and in Analytic Geometry it is more important 
to be able to prove Geometrical Theorems than to solve numerical 
problems. 

Advanced Physics. — To be able to prepare in the advanced 
physics the candidate must previously have taken the elementary 
laboratory physics and must be familiar with the principles of algebra, 
geometry, and of plain trigonometry. At least sixty experiments 
must be performed, distinctly higher in character than those per- 
formed in the elementary laboratory work, requiring more skill in 
manipulation and involving the application of more refined theoretical 
corrections. They should cover judiciously the several departments 
of physics, mechanics, sound, heat, light, magnetism and electricity. 
Undue preponderance of any one department should be especially 
avoided. The experiments should be carried on in an intelligent and 
thoughtful manner, — the mere mechanical performance will prove of 
little value. Both a written and a laboratory examination will be 
given . 






4U 

Chemistry. — The requirement in chemistry is intended to secure a 
preliminary training in the methods and logic of experimental science. 
Although defined as " A course of at least sixty experiments in Gen- 
eral Chemistry actually performed at school by the pupil," these 
experiments must be such as will secure the end in view. The 
experiments should illustrate and enforce all the fundamental prin- 
ciples of chemistry. They should involve both weighing and measur- 
ing ; and a course consisting chiefly of simple qualitative reactions is 
not regarded as an adequate preparation. The general character of 
the experiments thought best fitted to afford the training desired is 
plainly indicated by a " Descriptive List" printed by the University, 
and a course which will satisfy the requisition has been fully developed 
in a 12° volume of 200 pages entitled " Laboratory Practice," 
prepared by Professor Cooke, and published by D. Appleton & Co., 
New York. It is not intended to limit the candidate to the experi- 
ments on the descriptive list, but those selected should cover an 
equally broad ground and imply as much thought and skill. In this 
connection it should be borne in mind that the requisition in chemistry 
ranks not with the elementary but with the advanced requisition, both 
in mathematics and in physics. 

Before a candidate is admitted to the examination in chemistry he 
must present the note book of his laboratory work bearing the follow- 
ing endorsement by his teacher : — 

CERTIFICATE. 

[chemistry.] 
This note-book contains the original record of the laboratory work of 

performed by him under my personal supervision. The notes on the right-hand 
pages were made by him in the laboratory at the time when the experiments were 
performed. 

The laboratory work occupied hours a week for weeks. 

Teacher. 

School. 

Date 

A note book so endorsed in regarded as prima facie evidence of 
the candidate's preparation, but he is also required to pass both a 
written and a laboratory examination. The written examination is 
short and such questions arc asked as will discover whether the 
laboratory work has been conducted with sufficient thought. In the 



50 

laboratory examination the candidate has the opportunity to show 
that he has acquired skill in experimenting. The note books ma}* be 
presented and the written examination passed at any of the places 
where admission examinations are held by the University ; but the 
laboratory examination must be passed at Cambridge, under the 
supervision of an instructor of the department of chemistry. These 
laboratory examinations are held at one or more convenient hours on 
the Thursday before Commencement, in June, and on Thursday, the 
first day of the Fall term. 

Students who pass the entrance examination elsewhere, may defer 
the laboratory examination until they join their class at Cambridge. 
If the result is otherwise satisfactory they will be admitted to college 
provisionally, and the partial condition may be removed on passing 
the laboratory examination on the first day of the opening term as 
stated above. 

While the laboratory work above described and the study which 
such work, properly conducted, implies constitutes the formal requi- 
sition and limits the ground of the examination, it is in the highest 
degree desirable that the student should become conversant with as 
wide a range of elementarv chemical facts as possible. Such addi- 
tional facts should be presented by the teacher and illustrated by 
experiments when practicable, but without imposing on the student 
the constraint of memorizing the subject matter or preparing it for 
examination. 

There are many schools which are not prepared to furnish even 
their best and most ambitious pupils with all the training which these 
requirements demand ; nevertheless the number of schools and small 
colleges which fit students for Harvard College is large, as will be 
seen by consulting the Appendix, and might be much larger if pupils 
and their parents insisted upon having school facilities increased in 
localities where incompetent teachers and meagre expenditures are 
not necessary evils. The best fitting schools for Harvard College are 
those which the table in the Appendix shows to have prepared the 
largest number of successful candidates in recent years. 

It does not necessarily follow because a candidate for admission 
has been poorly prepared in one or two subjects, owing to lack of 
competent instruction, that he cannot enter Harvard. If, by passing 
creditably in the subjects in which he has been trained, he clearly 
shows capacity and ambition, he will be admitted on condition of 
subsequently making up his deficiency. The number of subjects in 
which he ma}' be conditioned varies according to the circumstances, 
but does not usually exceed three. After entering College he is 



51 

allowed to cancel these conditions, either by passing examinations on 
the same subjects or by taking as a part of his college studies 
advanced work in the same department, the satisfactory performance 
of which proves that he has more than made good his previous 
defects. The exact number of conditions allowed can never be stated 
in advance, for the reason that each case is considered on its merits. 
All conditions must be removed before a student can attain the Junior 
class. 

It frequently happens that students who do not feel that they can 
devote four years to college study as candidates for the degree of 
A.B. desire to pursue special work leading to some chosen goal. 
Such persons can obtain instruction at Harvard by entering as special 
students. Before the opening of the college year an applicant files 
with the Secretary a written application in which his previous training 
and future plans are outlined ; and he accompanies this with letters 
from teachers and friends testifying to his character and capacity. 
These papers are read by a committee of the Faculty, and if found 
satisfactory the candidate is allowed to register at the opening of the 
next academic year as a Special Student and to begin work in such 
courses as he may select with the approval of hi»s adviser. If his 
subsequent conduct shows that he is either not studious or of doubt- 
ful character, he is deprived of the privileges of the Universit}'. 

The process of admission to regular standing and recognized can- 
didacy for a degree is more complicated. Most students prefer to 
divide their admission examination into two parts, taking one part in 
one 3'ear and the remainder the next. Sometimes the} T take one part 
in June and the other in September. Under no circumstances are 
they allowed to divide their examinations into more than two such 
parts. Where the division is between two years, the first part is 
called the Preliminary Examination. In order to be recognized as a 
preliminary candidate, a student must send to the Secretary a clear 
and explicit statement from the head-master of his school, expressing 
the master's belief that the student is properly prepared to take cer- 
tain preliminary examinations which the certificate must specify. 
Until this certificate is received by the Secretary the candidate is not 
entitled to enter the examination. If teachers desire blank forms for 
use in certifying to their candidates' preparation they can be obtained 
on application. This requirement of a certificate docs not prevent 
students of limited opportunities from ''offering themselves" in eases 
where they are in fact preparing themselves for college ; but in such 
cases the candidate must state that he is his own teacher, and send an 
exact list of the studies in which he believes himself prepared to 
undergo examination. 



52 

The second set of examinations of a candidate who divides between 
two years is called the ••Finals." It may follow the ••Preliminaries" 
after an interval of a year, a year and three months, or even two or 
more years. "Where all the examinations are offered in the same 
year, whether part in June or part in September, or all at once, they 
also are called " Finals." for the reason that each examination taken, 
whether in June or September, is the final effort of the candidate to 
pass in that particular subject. Candidates for the " Finals" are not 
required to present certificates of preparation. The penalty for trying- 
all the examinations in one year, when preparation has been insuffi- 
cient and when such insufficiency is proved by failure, is that the 
candidate obtains no certificate for the subjects passed and is com- 
pelled to take the entire examination over again. The knowledge of 
the penalty is usually sufficient to prevent incompetent persons from 
undertaking the examinations all at once against their teachers' 
advice. The only certificate required of a final candidate is one of 
good moral character. This should always come from the principal 
of his school, or. if he has not had a regular school training, from a 
clergyman or other responsible person well known in the locality 
where he resides. If a student cannot show that he is trusted and 
respected in his school and home, he is not desired in Harvard Col- 
lege. Any attempt to force a person of tainted character into the 
midst of the University community is considered to be an act deserv- 
ing the strongest condemnation. 

The June examinations for admission to Harvard are held simul- 
taneously in Cambridge and other points in Xew England ; in Xew 
York. Albany, and Buffalo ; in Philadelphia, Washington. Cincinnati. 
Cleveland. Chicago, St. Louis. Minneapolis, Denver. San Francisco. 
Portland. Oregon ; Tokyo, and in Europe, at Bonn. Germany. An 
examination will ordinarily be held at any other point distant from 
those named, if ten candidates apply for it as early as April 1. In 
order to enable the College to know how many candidates are to be 
provided for at each of the regular places of examination, notice of 
intention to take examinations in places outside of Cambridge must 
be sent to the Secretary in time to reach him by June 11th. If the 
examinations are taken in Cambridge, no fee is charged ; but, if 
taken elsewhere, payment of 85 is required to be made to the Bursar 
as early as June 11th. The payment should be made by check or 
money-order drawn to the order of the Bursar and not to that of any 
other officer. Money should never be trusted to the mail. The check 
should be sent to the Bursar direct and not under cover to any other 
officer. Deferred payment of these fees to Examiners is expressly 
forbidden. One fee covers both ; - Preliminaries" and i; Finals " and 



53 

the two sets of examinations need not be taken in the same place. 
Full details regarding the examinations, including sets of papers used 
in previous years, are furnished try the Secretary on request. 

A candidate for admission, to Harvard by the usual process of 
examination will find no difficulty in taking his examination, pro- 
vided he notes with reasonable care the directions given him by the 
officers in charge. There is no need for any well-prepared candidate 
to feel nervous or timid. He is one of hundreds passing through the 
same ordeal, all equally new to the situation which challenges their 
courage. If he is really prepared to enter College, the College is 
quite ready to admit him. The examination-books will be read and 
passed upon in ignorance of his identhyy, and the utmost impartiality 
will be shown in judging his efforts at each stage of his progress 
Honesty in examinations is unquestionably the rule at Harvard. 
Opportunities to " crib" are few ; public opinion is against cheating 
of any kind ; and dishonesty, if detected, deprives the candidate of 
the chance to enter College. 

Information regarding the results of the June examinations is given 
to final candidates within a day or two after the close of the exami- 
nations and to preliminary candidates about ten days later. The 
autumn examinations are over several days before College opens, so 
that persons admitted then have time to get settled before attendance 
at lectures begins. Admission or preliminary certificates are as good 
one or more years after date as when issued, but delay in entering 
College is not favored. 

Mention has already been made of admission to advanced standing 
in the college classes. This may be obtained by examination or 
through recognition of work well done at another college. The usual 
process where a student at another college wishes to be transferred to 
Harvard, is for him to fill out a blank furnished by the Secretary, 
stating in detail all his previous work in fitting for college and after 
entering it. This he supports Iry certificates and rank-lists showing 
his class standing, and forwards them through the Secretary to the 
Committee on Admission from other Colleges. After allowing full 
credit for all his work as measured by Harvard standards, this Com- 
mittee decides in which of the four college classes the candidate 
belongs. It occasionally, though rarely, happens that students coin- 
ing from the same class at home arc admitted to different standings 
in Harvard College, owing to marked difference in their scholarship 
or preparatory training. Any student of limited means and unques- 
tionably high scholarship who is transferred by the recommendation 
of his teachers from another college to Harvard, is likely to receive 
favorable answer to an application for aid from the Price Greenleaf 



54 

Fund. His application must be filed before May 1. The amount 
given varies from $150 to $250. Applications for admission to 
advanced standing are promptly considered at any time in the year, 
summer included. During the past ten years nearly 500 students 
from other colleges have entered the undergraduate classes in Har- 
vard College. The} r have come from about 150 different institutions, 
including all the colleges of size and reputation in the United States 
and Canada, as well as several foreign institutions of note. Theolo- 
gical seminaries, technical schools, and normal schools of the highest 
grade have also secured admission for their graduates without com- 
plete examination. 

A graduate of another college who wishes to take the degree of 
Bachelor of Arts at Harvard College may register either as an under- 
graduate or as a member of the Graduate School. The same courses 
of instruction are open to him in either case and the requirements 
imposed for the degree will be the same. Students entering with 
advanced standing are enabled by special provisions in the Regula- 
tions to compete for degrees with distinction and for Honors. 

The college year opens on the Thursday following the last Wednes- 
da}' in September. On entering College, ever}' Freshman and Special 
Student finds himself assigned to some member of the Faculty who 
acts as his adviser in the selection of his studies and in other matters 
relating to his new life. The student deposits with the Bursar either 
a bond signed by two satisfactory sureties or a sum of money suffi- 
cient to cover his immediate future liabilities ; he secures a seat at 
Memorial Hall, or in some other boarding- place ; registers in the 
morning of the first day of the term, and enrolls himself in the class- 
of the professors with whom he is to take courses. Thenceforw^ 
his duties are clear. The}" are, however, looked upon by the Univ 
sity as duties to himself and his parents, rather than to the Colle^ 
Every student is at the outset presumed to have come to Cambridj. 
for the purpose of gaining an education. If he seems to be in dange 
of forgetting this, he is warned ; later, admonished and a letter sent 
to his home ; then, if the presumption of good purpose is negatived 
by conclusive evidence of his unfitness to care for himself, he is 
placed on probation, cut off from mam T privileges and honors, and 
informed that any farther neglect of work will result in his ceasing to 
be a member of the University. Students who reach the point of 
being sent away are, as a rule, manifestly unfit for college life. In 
the rare cases of actual misconduct, the penalties of suspension, dis- 
mission, and expulsion are enforced. 

The work of the Freshman year consists of sixteen hours a week of 
lectures and recitations, not counting any laboratoiy or field work 



55 

which may be taken. Most of the courses of study begin in Septem- 
ber and continue till June. Some end in February and are comple- 
mentary to other half-courses beginning then and continuing till 
June. The year is not divided into terms or semesters, but is a unit 
in itself. Consequently entering College in the middle of the year is 
unadvisable, and is rarely allowed to candidates for a degree. The 
work of the three later years of the college course consists of twelve 
hours of lectures each week with a steadily increasing amount of 
laboratory work, thesis writing, and outside reading and research. 
B3 7 special consent of the Faculty a considerable number of students 
do the work of four years in three. Such persons are usually above 
the average in age and attainments, and are apt to be of limited 
means. Of the eighteen courses of study required for the degree of 
A.B. only two are prescribed. The remaining sixteen are elective 
and are chosen from among the three hundred and thirty or more 
courses offered by the Faculty of Arts and Sciences. Of these about 
fifty are open to election by Freshmen. While in one sense an upper 
classman may take any of the elective courses, it is usually the case 
that his previous training has fitted him to pursue only a limited 
number of them, the advanced and technical courses in each depart- 
, ment requiring careful elementary training to be taken successful!}". 
The Annual Announcement of Courses of Instruction commonly 
known as the " Elective Pamphlet," and descriptive pamphlets of the 
various departments, are issued in May of each year, and contain 
detailed information regarding these courses. They ma} r be obtained 
at any time upon application to the Secretary. During the year 
.structors in the various courses of stud}' submit their students to 
equent tests to ascertain whether the}' are pursuing their work 
stematically. In all, except laboratory courses or others affording 
mstant intercourse between instructors and students, a written 
xamination lasting an hour is the commonest form of test. Early in 
^ebruary the mid-year examinations are held, continuing for a fort- 
night. Each examination lasts three hours and covers the work done 
during the first half-year. In June, at the close of the year, the 
final examinations are held. They are similar in character to the 
" mid-years," both being written examinations. 

After the final examinations Instructors return grades based upon 
the student's work for the year and these grades determine whether 
students are promoted or "dropped." A "dropped" student is, 
under the rules, on probation at the opening of the next Academic 
year, and is sometimes obliged to report daily to a tutor or officer of 
the University until liis period of probation is over. The results of 
the year's work arc; made known during the summer hy printed ran!,- 



56 

lists containing the names of the high scholars in each course, and by 
private letters, stating the low grades. 

President Eliot, in his Annual Report for the year 1888-89, made 
the following statement regarding " dropping" : 

" There is a common impression among ill-informed people that 
Harvard College, although hard to get into, is easy to stay in. How 
erroneous this impression is may be seen every year in the figures 
published in the Dean's annual report concerning the changes in the 
personnel of the successive college classes. Thus in October, 1888, 
it appears from the Dean's statistics for the year 1888-89 (p. 39) 
that the Freshman, Sophomore, and Junior classes numbered together 
825 persons, and that of this number 57 left College at or before the 
end of the year, and 42 were dropped to a lower class. In other 
words, it appears that one person in nine failed to maintain his place 
in the College. The majority of those who leave College altogether 
withdraw voluntarily ; but they do so because they become satisfied 
after trial that they have not health or capacity enough to meet the 
demands of the College, or, if they are poor, that their chances of 
success in College work are too slight to warrant them in incurring 
debt. The Dean points out with satisfaction that while 42 students 
were dropped in 1838-89, 34 students who had been dropped in 
former years succeeded in making good the deficiences which had 
caused them to be dropped. The success of College discipline is to 
be best judged, not by the number of the lost, but by the number of 
the redeemed." 

Immediately after the final examinations in June comes the Seniors' 
Class-Day and a few days later Commencement, when the many 
graduates of the College and Professional Schools receive their 
diplomas at the hands of the President. 

Class-Day is the gala day of the Seniors, and thousands of guests, 
gathered from various parts of the country, enjoy its varied pro- 
gramme. The Class-Day officers are chosen by ballot at a full 
meeting of the class held in October. The Commencement-Day 
speakers are appointed on account of high scholarship, the merit of 
their parts, and their method of delivering them. 

The degree of Bachelor of Arts is given in four grades, the degree 
without distinction, the degree cum laiide, magna cum laude, and 
summa cum laude. Remarkable excellence in any department secures 
the graduate Honors or Highest Honors. A lower grade of excel- 
lence is rewarded by Honorable Mention in the favorite subject. All 
students whose records at the close of the Junior j^ear indicate that 
they will probably receive a degree with distinction are entitled to 
write Commencement Parts in competition for the honor of being 



57 

chosen to deliver them. By winning honors in any department a 
degree with distinction is secured, but the more common ground of a 
degree with distinction is general excellence in the entire work of the 
four years. 

In the two and a half centuries during which Harvard College has 
conferred degrees it has graduated more than 12,000 Bachelors of 
Arts. Many of these men have of course been distinguished in public 
service, professional, scientific, and literary life, and in the material 
progress of the countiy. During the Colonial period there were 
among Harvard's noted graduates, Increase and Cotton Mather, Paul 
Dudley, Jonathan Belcher, Benning Wentworth, Thomas Hutchinson, 
Samuel Adams, John Hancock, John Adams, Jonathan Trumbull, 
Elbridge Gerry, Jeremy Belknap, Joseph Warren, and Timothy 
Pickering. In the early Federal period were Rufus King, Fisher 
Ames, Christopher Gore, Samuel Dexter, Washington Allston, Levi 
Lincoln, Harrison Gray Otis, John Quincy Adams. Later came 
Josiah Quincy, Joseph Story, Lemuel Shaw, Dr. James Jackson, Dr. 
John Collins Warren, Rev. Heniy Ware, Rev. William Elleiy Chan- 
ning. To the period before the war of the Rebellion belong Edward 
Everett, Jared Sparks, William H. Prescott, George Bancroft, Ralph 
Waldo Emerson, Heniy D. Thoreau, Caleb dishing, Benjamin Peirce, 
Henry I. Bowditch, Jacob Bigelow, Robert C. Winthrop, and Oliver 
Wendell Holmes ; and to the war epoch James Russell Lowell, Charles 
Francis Adams, Charles Sumner, Wendell Phillips, John Lothrop 
Motley, Benjamin R. Curtis, Jeffries Wyman, Francis Bowen. Best 
known since the war have been Francis Parkman, Thomas Wentworth 
Higginson, Edward Everett Hale, George F. Hoar, Joseph H. Choate, 
Phillips Brooks, John Fiske, William Everett, Charles S. Fairchild, 
H. II. Richardson, Henry Van Brunt, and Robert T. Lincoln ; while 
pressing to the front are many younger men, among whom the names 
of Henry Cabot Lodge, William E. Russell, Theodore Roosevelt, 
President Charles F. Thwing, President William DeWitt Hyde, 
Josiah Quincy, and Sherman Hoar are alreacly familiar. Suggestive 
of our nation's life as this brief and fragmentary list may be, it is 
much more remarkable for what it omits than for what it records. 



THE SCIENTIFIC SCHOOL. 

The second of the departments under the control of the Faculty of 
Arts and Sciences is the Lawrence Scientific School. As in the case 

of the College, the conduct of details in this department is delegated 
by the Faculty to an Administrative Board with a Dean at its head. 
All instruction given to students in the Scientific School is offered by 

the Faculty of Arts and Sciences, but instead of being offered in the 
form of an almost unqualified elective system, as it is presented to 
candidates for the degree of Bachelor of Arts, it is offered to future 
Bachelors of Science in the form of seven compactly arranged groups. 
These groups lead respectively to the degree of Bachelor of Science 
in civil and topographical engineering, electrical engineering, chem- 
istry, geology, biology : anatomy, physiology and physical training ; 
and in general science. The nature of the instruction given under 
these groups has already been sufficiently described. In the most of 
these groups the students are given a limited option in the selection 
of their advanced studies. 

The Lawrence Scientific School building, in which instruction in 
engineering is given, is situated in close proximity to the College 
Yard and dormitories. Memorial Hall, and the principal laboratories 
and museums. As the instruction given in the School is open to the 
students of the College — hundreds of whom are allowed to make 
scientific work the basis of their course for the degree of Bachelor of 
Arts — the number of candidates for the degree of Bachelor of Sci- 
ence affords no indication of the number of students actually engaged 
in scientific study. Instructors of various grades employed by the 
School have their headquarters in the laboratories and museums, the 
Botanic Garden, the Herbarium, and other centres of scientific work. 
The admission requirements are fewer than those of the College, and 
consist of the following subjects : history, algebra, plane geometry, 
logarithms, plane trigonometry with its applications to surveying and 
navigation, physical science. French or German, and English. If the 
candidate is to enter the course in civil engineering, he must pass an 
admission examination — in addition to those just named — in solid 
geometry or the elements of analytical geometry. The admission 
examinations are held at the same times and places as those of the 
College, and the papers presented are identical with those in the cor- 
responding College admission examination. The School admits to 
advanced standing, without examination, on proof of high scholar- 
ship elsewhere. The School has in its gift twenty-four scholarships 



59 

of an annual value of $150 each. Eight of these scholarships are 
assignable to graduates of reputable normal schools in the United 
States. The incumbents are appointed in the first instance upon the 
recommendation of the principals of the schools from which they 
come. Scientific School students have the same rights in the dining 
clubs, dormitories, gymnasium, athletic fields, and other conveniences 
of the University which other undergraduates enjo} T . They may take 
courses in other departments of the University without extra charge. 
Special Students are admitted to the School in much the same way 
and upon the same terms that Special Students are admitted to the 
College. Each regular as well as each Special Student in the School 
is placed under the charge of an adviser who has supervision of his 
work during his entire course. 

Until recently the Scientific School was as distinct a professional 
school as the Law School or the Medical School, its Faculty being 
composed of teachers who were also members of the College Faculty. 
Since its consolidation with the other two departments under the 
Faculty of Arts and Sciences it has grown with great rapidity, its 
members being now three times as numerous as they were in 1890, 
the } T ear preceding the union. This growth has been closely accom- 
panied by expansion in the courses in engineering, b} T the construc- 
tion of workshops for students of electrical engineering, by the 
multiplication of teachers in scientific departments, and by an in- 
crease in the aid funds offered to Scientific School students. 

It is to be remembered that students in this department are, both 
in the class-room and in the social and athletic life of undergraduates, 
indistinguishable from College students. They work side b}' side 
under one Faculty, play on the same teams, row in the same boats, 
and mingle freely in the same societies. As the course for the degree 
of Bachelor of Science covers four years the class ties between stu- 
dents in Arts and in Science remain unbroken during the whole of 
their mutual term of study. 



THE GRADUATE SCHOOL. 

The Graduate School is the third of the departments under the 
fArts and Sciences, and like the :-vo undergraduate depart- 
ment it has an Administrative Board and a Dean to care for its 
routine busings. A large and steadily increasing art of the in- 
struction offered by the Faculty of Arts and Sciences is intended 
primarily for members of this school : and another large part is in 
advance of an ordinary undergraduate course of study. Semina:: — 
conferences and courses of research are taken almost exclusively by 
graduates, and many other advanced courses are given mainly for 
men who have completed, either in Harvard College or elsewLria. 
their studies for a Bachelors degree and are now engaged in special 
work leading to that of Mastei n I ::or. 

A graduate of any : allege or scientific school of good standing is 
admitted to the Graduate School on presentation of his diploma or 
some equally satisfactory certificate of graduation. Members of this 
School are not necessarily candidates for any iegree but they may 
become candidates for the degree of A.M.. Ph.D.. or S.D., by per- 
mission of the Committee on Admission from other Colleges and of 
the Adminisa I ard of the School. They may also, as explained 

belo - beet me lates for the degree of A.B. They may pursue 

any of the course : study aifered in the department ■:: Aria and 
Sciences, and ma ae any of the studies offered in the I >fea- 

sional Schools. The choice of studies of each candidate for a degree 
must be approved by the Administrative Board of the School : but any 
res sonal -election of studies suitable to the studen: 's attainments 
and of sufficient grade for the desired degree is always ..proved. A 
student who means to present himself for a legree, or one who holds 
a fellowship or scholarship, is expected to do full work : and this 
requirement is interpreted to mean that he must take in each year 
the equivalent of four courses of study of advanced grade. But 
special study : advanced grade, outside of the regular courses ma y 
be counted as a part of such equivalent. Other students may taa 
smaller number of courses, and devote a part of their time to other 
pursuits. If a student in the Graduate School, who is not a grad- 
uate of Harvard College or of ihe Lawrence Scientific School, 
wishes tc become : candidate for a degree, he inn-: first apply :: 
the Committer :a Admission from other Colleges for a stater: aa: 
;: the conditions under which he can be accepted as qualified for 
candidacv. 



61 

Persons who never have received any academic degree are permit- 
ted to register in the Graduate School, if in the judgment of the 
Administrative Board they are of suitable age and attainments. If 
of lower standing in these respects, they may be admitted to one of 
the undergraduate classes or to the list of Special Students in the 
College or the Scientific School. Those admitted to the Graduate 
Scnool must be men of high scholarship, who are fully competent to 
engage in advanced studies. They cannot become candidates for one 
of tne higher degrees unless they show that they have pursued studies 
suostantially equivalent to those required at this University for the 
degree of A.B. or S.B. 

If airv student wishes to become a candidate for a degree, his course 
of study must be approved as suitable for a student having that inten- 
tion. In April of each year members of the Graduate School are called 
upon to state definitely whether they wish to be candidates for a degree 
in the following June. Persons whose previous course of study has 
been accepted, without special conditions, as qualifying them to be 
candidates for the degree of A.M., are admitted to that degree on 
passing with high credit in four advanced courses of study, or their 
equivalent, provided they have been in continuous residence during 
at least one academic year. The degree of A.B. is often conferred 
upon members of the Graduate School who are not already grad- 
uates of Harvard College, and whose previous training does not 
fit them to become candidates for the degree of A.M. in their first 
year of residence. At least two } T ears of residence are required of 
candidates for the degree of Ph.D. or S.D. The only variation 
from this rule is in the case of graduates of Harvard College or 
of the Scientific School, who study in part outside of Cambridge 
under guidance of members of the Faculty. For them one of the two 
years of residence, but not of systematic work, is sometimes remitted 
on the ground of their previous residence. Every candidate for the 
degree of S.D. (except such as hold the two degrees of A.B. and 
S.B. from this University) is compelled to devote a third year to 
study or research, but it need not be spent in Cambridge. The 
degree of Ph.D. or S.D. is not given to eveiy candidate who studios 
faithfully the required number of 3'ears or in fulfillment of :i deter- 
minate programme. A thesis showing original treatment of an ap- 
proved subject, or giving evidence of independent research, and 
thorough examinations, showing high attainments in a broad and 
connected field <>(' study, arc the final tests of the candidate's fitness 
to receive one of these significant and valued degrees. If by these 
tests he is found wanting, his term of study must be prolonged or 

his hopes of attaining the degree relinquished. Detailed statements 



62 

regarding the requirements for the degrees A.M., Ph.D.. and S.D. 
are to be found in the Graduate School pamphlet, or the University 
talogue. 

During the years from 1880 to 1890, students from 78 different 
American and foreign colleges and universities were admitted to the 
Graduate School. During the present year 69 institutions are repre- 
sented in the School by 214 students. The table on page 14 shows 
the institutions and localities from which this University draws its 
graduate students in both pure and applied studies. 

The aggregate annual value of the fellowships and scholarships 
assignable to students in the Graduate School is 824.450. Details 
regarding these aids will be found in the Graduate School pamphlet. 
They must be applied for before March 31. Applications from per- 
sons not already members of the University should be accompanied, 
by testimonials from instructors, original publications, and any sim- 
ilar material which will supply evidence of the candidate's titness for 
appointment. No preference is given to graduates of Harvard Uni- 
versity except in a few cases where such preference is required by 
the terms of the foundation of the fellowship or scholarship. In some 
eases the preference is given to persons not graduates of Harvard 
University, or who have first been graduated at some other college. 
Where a choice must be made between two candidates of equal merit 
one of whom has. and one of whom has not already entered the 
Graduate School, the former will ordinarily be preferred. 

In order that any year in the Graduate School may be counted as 
a year of residence, registration should take place as early as the last 
Thursday in September, at the opening of the academic year. But 
students are admitted to the Graduate School at any time in the 
year : the conditions of their registration being fixed in each case by 
the Administrative Board. 

The Graduate School has recently been reorganized under the 
Faculty of Arts and Sciences in such a manner as greatly to increase 
its importance from the point of view of liberal learning, and to put 
it in relations of mutual support with the College and Scientific 
School. It enjoys its full share of the attention of the Faculty and 
of the life of the University. The opportunities for advanced study 
which it offers should be carefully considered by persons who desire to 
carry their scholarship beyond the point reached by the college grad- 
uate. Young men who are looking to careers as scholars, scientific- 
investigators, teachers, journalists, writers, economists, and legislat- 
ors, or in any other literary or purely scientific profession, ought, if 
possible, to devote a year or two to systematic study, in order that 
they may qualify themselves to cultivate in the best manner the hisher 



63 

fields of learning in which they mean to labor. It is no longer true 
that a mere college education is enough in this country to prepare a 
man for good intellectual work in his generation, without some higher 
and more special training. The Graduate School ma} T be regarded as 
the professional department for the literary and purely scientific pro- 
fessions ; and the growth of its numbers in the past few years 
indicates that it is fast gaming its proper place, from that point of 
view, in the general estimation. 

All the privileges of students in the University are open to a 
member of the Graduate School. He may, under suitable and lib- 
eral conditions, enjoy the use of the various libraries, laboratories, 
and museums of the University ; he may take courses in any of its 
departments without extra payment ; he may attend its public lec- 
tures and readings ; he ma}' use the gj-mnasium and athletic 
grounds ; he may be admitted to the dining hall, the Foxcroft 
Club, etc. ; he may obtain a college room ; he may be elected into 
the Graduate Club, many of the students' societies, and into the 
departmental clubs ; he may gain access to valuable libraries and 
collections in the neighborhood of the University. If a zealous and 
competent student, he will find every provision made for his advance- 
ment which the ample resources of the University permit. If he is 
successful in gaining a degree he will be given all possible aid in 
securing a foothold in active life of the kind most suited to his 
inclination and powers. 



THE DIVINITY SCHOOL. 

The Harvard Divinity School is non-sectarian, its constitution 
prescribing that " every encouragement be given to the serious, im- 
partial, and unbiased investigation of Christian truth, and that no 

assent to the peculiarities of any denomination of Christians shall be 
required either of the instructors or students.*" The Baptist. Con- 
gregational and Unitarian denominations are represented in its 
Faculty. It a Imits to its classes as candidates for the degree of 
D.B. only persons who have received the degree of A.B.. or who 
satisfy the Faculty that their education has been equal to that of 
graduates of the best Xew England colleges. Persons not candi- 
dates for the Agree of D.B. may be admitted as special students on 
examination in Latin and Greek. Students can be admitted to : l- 
vanced standing only on examination, except that graduates of other 
theological schools who have received the degree of A.B. and who 
bring evidence of high standing, may be admitted to the Senior class 
without examination. Graduates o: other theological schools, not 
candidate- foi the degree of D.B. . may be admitted as resident grad- 
uates. Such students are encouraged to do independent work in any 
department of theological study and may take part in any of the 
exercises of the School. The legree of D.B. is given to successful 
candidates after a residence of three years, to which a year of post- 
graduate study may be added. The instruction of the School includes 
courses in Hebrew ; Jewish and Classical Aramaic : the History of 
Israel. Literary. Political and Religious : New Testament History. 
Introduction. Criticism and Interpretation : Church History and the 
History of Doctrine : the Philosophy of Religion : Systematic Theo- 
logy : Comparative Religion : the Ethics of Social Reform : Horuileties : 
Pastoral Care : and Elocution. Its studies are to some extent elec- 
tive, about fifty per cent more hours of class-work being offered than 
are required for the degree. In connection with some of the courses 
of instruction, frequent • Conferences ' are held in which students and 
t: shers meet for a more informal discussion of certain aspects of the 
sul jects studied than is \ ssil le in the class-room. Students, except 
sj -:■ - - stc Ants, may take courses in other departments of the Uni- 
versity without charge. The School is amply endowed with scholar- 
ships and other beneficiary funds, the income of which is assigned to 
graduate and >thei students without regard to denominational differ- 
es. Its students have included since l^A r >. graduates of the 
following 3olleges and 2-1 schc Ls A theology. Those marked 



65 



with an asterisk are represented in the School the current year, 
1892-93. 

Colleges. , 



♦Adrian, 


Hillsdale, 


Trinity (Conn.), 


Allegheny, 


Illinois Wesleyan 


♦Trinity (N. C), 


Amherst, 


Iowa, 


Tufts, 


Antioch, 


Johns Hopkins, 


University of Chicago, 


* Baldwin, 


Knox, 


" " Georgia, 


Bates, 


♦Lebanon Valley, 


" " ♦Illinois, 


Boston University, 


London University, 


" " ♦Indiana, 


♦Bowdoin, 


McGill, 


" " Kansas, 


*Brown, 


Maine State, 


" " ♦Michigan, 


Canton, 


Mt. Allison, 


" ♦Nebraska, 


♦City of New York, 


Mt. Union, 


" " N.Carolina, 


* Colby, 


Oberlin, 


" " Vermont, 


Columbia, 


Ohio State, 


" " Washington, 


♦Cornell College, 


♦Ohio Wesleyan, 


" " ♦Wisconsin, 


Dalhousie, 


Olivet, 


♦Wake Forest, 


♦Doshisha (Japan), 


Ottawa, 


Washington University, 


Denver, 


Owens, 


(Missouri), 


De Pauw, 


Pennsylvania, 


Western, 


♦Dublin, 


Princeton, 


Williams, 


♦Edinburgh, 


Racine, 


Wooster, 


"Eureka, 


St. Francis Xavier, 


Yale, 


♦Harvard, 


St. Stephen's, 




Haverford, 


♦Southern Illinois College 
Theological Seminaries 




Andover, 


General Theo. Seminary 


Oberlin, 


♦Bangor, 


Halifax, 


Pacific Theo. Seminary, 


♦Boston, 


♦Harvard, 


Princeton, 


♦Cambridge Episcopal, 


Hillsdale, 


South Baptist, 


Canton, 


♦Meadville, 


Tufts, 


Chicago Baptist, 


Methodist College, 


♦Union, 


♦Doshisha (Japan), 


Belfast (Ireland), 


Western, 


♦Drew, 


Newton, 


♦Yale. 



The number of students in the School is still small compared with 
that of some similar institutions. For the last three years it has 
been 40 or 41. The attendance has, however, been slowly but stead- 
ily increasing ; in the last ten or twelve j'ears the average baa nearly 
doubled. This steady gain promises well for the School. This 
increase has been very largely in the number of resident graduates. 
Of these there are this year in the School fifteen, representing nine 
different Theological Seminaries. The wide range of studies offered 
by the School, the privilege of attending courses in other departments 
of the University without extra charge, the opportunities to secure 



66 

ample pecuniary aid, and the fact that men of all creeds meet in this 
School on equal terms, animated by a single purpose, are causes which 
effectively combine to stimulate this increase. The tuitiou fee charged 
in the School is $50, or only one third of the fee charged under the 
Faculty of Arts and Sciences. The two Williams Fellowships of 
$500 each, open to resident graduate students in the School, are among 
the most effective aids to advanced theological work in this country. 
The^y ma}- be held by distinguished graduates of any school of Theol- 
ogy who intend to enter the Christian ministry. 

The other aids offered by the School have an aggregate value of 
$8000, which, considering that the usual membership of the School 
does not exceed forty persons, gives the Faculty the power to pa}' the 
greater part of the necessary expenses of any needy student whose 
worth and ability are satisfactorily established. Only men of ascer- 
tained promise and high scholarship are assisted. The buildings of 
the Divinity School are three in number, a brick dormitory known 
as Divinity Hall, a small wooden dormitory called Divinity House, 
and a new and attractive Library. Divinity Hall contains the Chapel 
of the School and forty-three rooms ranging in price from $40 to $80. 
Divinity House contains five rooms. All these rooms are primarily 
reserved for students of the School. Divinity Library contains over 
24,000 volumes and in addition to the book-stack where the}' are 
arranged, the building includes a comfortable reading-room and 
several lecture-rooms and offices. 

In the reading room the most important books connected with the 
various Departments as well as books for general reference, are 
reserved for the use of students. To this room students have access 
during the day and evening. The part of the library thus thrown 
open numbers about 2100 volumes. 

Among the five hundred graduates of the Divinity School many 
have won distinction not only in the pulpit, but as teachers and 
authors. The following names are among those most familiar : — 
James Walker, '17, John Gorham Palfrey, '18, Jared Sparks, '18, 
George Ripley, '23, Ezra Stiles Gannett, '23, Andrew P. Peabody, 
'32, James Freeman Clarke, '33, William G. Eliot, '34, George E. 
Ellis, '36, Theo. Parker, '36, Henry W. Bellows, '37, Frederic D. 
Huntington, '42, Samuel Longfellow, '46, Moncure D. Conway, '54, 
Horatio Alger, '60, John W. Chadwick, '64. 






THE LAW SCHOOL. 

The Harvard Law School was established in 1817, and at that time 
was the only school of the kind in this country in close official con- 
nection with a college. The School has always been located in 
Cambridge, and its present building, Austin Hall, was completed in 
1883 at a cost of $135,000. Architecturally, both as regards beauty 
and convenience, it is one of the most satisfactory of the University 
buildings, It was designed by the late H. H. Richardson, who was 
graduated from Harvard College in 1859, and who was the architect 
of Trinity Church, Boston, and the State Capitol at Albany, N. Y. 
The building stands on Holmes' Field a few yards from the site of 
the old Holmes' house. Close by it are Hastings Hall, the finest of 
the College dormitories, the Jefferson Physical Laboratory, the Law- 
rence Scientific School and the commodious Hemenwa} r Gymnasium. 
The number of students now attending the School is about four hun- 
dred. In all nearly 2500 men have been graduated by the School 
since its first degrees were given in 1820. Among its graduates or 
former students who have been or are well known in public life may be 
named: Benjamin R. Curtis, '32, Wendell Phillips, '34, Charles 
Sumner, '34, William M. Evarts, Richard H. Dana, '39, E. R. 
Hoar, '39, Charles Devens, '40, J. L. M. Curry, '45, Rutherford B. 
Hayes, '45, Anson Burlingame, '46, Horace Gray, '49, G. F. Hoar, '49, 
James C. Carter, '50, Dorman B. Eaton, '50, Joseph H. Choate, '52, 
William E. Chandler, '54, James B. Eustis, '54, Richard Olney, '58, 
Daniel H. Chamberlain, '64, and Melville W. Fuller. Among its 
past teachers have been Joseph Stoiy, Simon Greenleaf, Theophilus 
Parsons, and Emory Washburn. 

The course for the degree of Bachelor of Laws is three years in 
length. Instruction is given in the following subjects : 

First Year. — Contracts, Criminal Law and Procedure, Property, 
Torts, and Civil Procedure at Common Law. 

Second Year. — Agency, Bills of Exchange and Promissory Notes, 
Law of Carriers, Contracts (Quasi-Contracts) , Evidence, Jurisdic- 
tion and Procedure in Equity, Property, Sales of Personal Property. 
Trusts. 

Third Year. — Constitutional Law, Corporations, Jurisdiction 
and Procedure in Equity, Partnership, Property, Suretyship and 
Mortgage. 

Extra Courses. — Patent Law, Pleading and Practice under the 
New York code of Civil Procedure, the Peculiarites of Massachusetts 
Law and Practice. 



68 

A professorship in International or Public Law having been en- 
dowed in the School, this subject will in the near future be added to 

those already taught. The present teachers in the School include six 
professors, two assistant professors, two lecturers and an instructor. 

The method of instruction applied in the School is singularly effec- 
tive. Principles are learned not by memorizing the pages of text- 
books, but by analyzing leading English and American cases which 
include in their decisions and dicta the living body of the law. A 
student of ability who spends three years of intelligent effort in the 
School is equipped, except in one particular, for active professional 
labor in any part of the Union. The exception is the practice and 
statute law of his own State, if that State is outside of New England 
and Xew York, but his familiarity with the fundamental principles of 
law makes the task of mastering local practice comparatively easy. 
Honor graduates of the School are certain to receive invitations to 
enter leading law offices in various parts of the country. During the 
ten years from 1880 to 1890. 475 graduates of Harvard and 249 
graduates of other colleges attended the School. To gain admission 
to candidacy for the degree of LL.B. a student is required, on enter- 
ing, either to show that he is a graduate of a college or scientific 
school of good standing, or to pass creditable examinations in Black- 
stone's Commentaries, Latin, and in French or some other modern 
language. Special students are required to meet the same tests. A 
limited number of scholarships are assigned each year to needy stu- 
dents of at least one year's standing whose rank seems to justify 
giving them assistance. 

The most promising students of each class are elected members of 
the law clubs, several of which have been in existence in the School 
for many years, and include in their lists of former members jurists 
of national and local reputation. These clubs are most useful aux- 
iliaries to regular work, requiring their members to prepare and argue 
each week cases illustrating the most difficult problems under discus- 
sion in the lecture-rooms. The members of the Faculty and other 
instructors, eleven in number, reside near the School and almost 
without exception devote their entire time to the work of the School 
and the personal needs of the students. The regular course of stud}' 
for the degree of LL.B. calls for ten hours a week in the lecture- 
rooms during the first year, ten during the second, and eight during 
the third. For the Honor degree ten hours are required in the third 
year. The average student of merit works seven or eight hours a 
day in the School including his lecture hours. Examinations are held 
in June on the work of the year, and no student who fails to pass in 
at least three subjects is allowed to remain connected with the 



69 

School. Only students of great promise are admitted to the Honor 
degree. 

At least two full years of residence are required of every candidate 
for the degree. Sometimes students pass advanced-standing exami- 
nations and enter at the beginning of the second 3-ear. Sometimes 
they omit residence in the second year — taking the examinations, 
however, at the usual time — and sometimes they leave the School at 
the end of the second year and return to take the third-year examina- 
tions at the end of that year. Graduates of Harvard or of other 
colleges who have had their degrees approved by the Faculty of Arts 
and Sciences, and who are not candidates for the degree of LL.B., 
may obtain the degree of Master of Arts after one year's satisfactory 
study in the School, or may take a part of their work in the School 
and the remainder in the Graduate School. 

In 1882-83 college graduates made up sixty-six per cent of the 
students in the School. This year the percentage is seventy-one. In 
1891-92, for the first time, the Harvard graduates in the School were 
outnumbered by the graduates of all other colleges combined. The 
preponderance of graduates of other colleges is maintained this year. 
Of these graduates, 21 are from Yale, 14 from Brown, 10 from 
Amherst, 8 from Bowdoin, 6 from Williams, 5 from Dartmouth, 5 
from Michigan, 4 from Princeton, 4 from Bates, 3 from California, 
and 3 from Iowa. The remainder represent thirty-three other col- 
leges in this country and Europe. The average age of those entering 
the School is 22.85 years, the average college man who enters being 
a little over 23, while the non-graduate is only a little over 22. In 
time it is likely that none but college graduates, or those who have 
had equivalent training, will be allowed to enter the School as candi- 
dates for its degree. 



THE MEDICAL SCHOOL. 

The Harvard Medical School is situated on Boylston Street, Boston, 
in a building completed in 1883 at a total cost, including land, of 
$321,415.62. The Sears' Laboratories of Pathology and Bacteri- 
ology, completed in 1890 at a cost of $35,000, are connected with 
the School building. The medical department is the largest of the 
professional schools of the Universit} 7 and one of the oldest, having 
given degrees since 1788. In all it has graduated more than 3,200 
physicians. It gives the degree of M.D. after four years of success- 
ful study and examination. Graduates of colleges, scientific schools, 
or medical schools are admitted to the School without examination. 
Non-graduates are required to pass in the following subjects : Eng- 
lish, Latin, physics, chemistry, and also in either French, German, 
algebra, plane geometry, or botany. 

The Medical School is placed in Boston rather than in Cambridge 
in order that it may secure the clinical advantages offered by a large 
city, as for example daily visits to hospitals. During 1891-92, the 
Massachusetts General Hospital treated 3,409 patients in its wards 
and 25,819 in its out-patient departments. Its patients come from 
all parts of the United States and Canada, and students visit them 
with the attending physicians and surgeons four days in each week. 
The hospital amphitheatre where operations take place has seats for 
400 students. During the same year, the Boston City Hospital 
treated 7,910 cases in its wards and 15,560 cases among out-patients. 
Instruction takes place here twice a week. The Boston Dispensary 
with 42,116 patients in the year; the Boston L} r ing-in Hospital with 
500 patients ; the Massachusetts Charitable Eye and Ear Infirmary 
and other similar institutions are closely allied to the School. The 
hospitals named draw fifty students a year into their service either as 
internes or assistants in out-patient departments. Closely adjoining 
the Medical School is the Boston Public Library (which next to the 
Congressional Library at Washington is the largest library in Amer- 
ica), and the Boston Medical Library Association's rooms containing 
everything in the way of standard and current medical literature 
which the teachers and students in the School have occasion to use. 
The School building contains a compact reference library for daily 
use. 

The standard of the School is high, its examinations are severe, 
and its facilities of all kinds great. It emploj^s 24 professors and 
assistant professors and 50 other instructors and lecturers, many of 



71 

whom are specialists of reputation. The School has a moderate 
number of fellowships, scholarships, and other pecuniary aids in its 
gift which are given only upon clear proof of merit. 

The regular courses required for the degree of M.D. are as follows : 

First Year. — Anatomy, Physiolog3 T , Histology and Embryology, 
Hygiene, Bacteriology, and Medical Chemistry. 

Second Year. — Practical and Topographical Anatomy, Clinical 
Chemistry, Pathology and Pathological Anatomy, Clinical Medicine, 
Theory and Practice, Surgeiy, Clinical Surger}* , Materia Medica, and 
Therapeutics. 

Third Year. — Obstetrics, Theory and Practice of Medicine, Clini- 
cal Medicine, Surgery and Clinical Surgery, Dermatology, Diseases 
of the Nervous System, Diseases of Children, Mental Diseases, and 
Gynsecolog} 7 . 

Fourth Year. — Clinical Medicine, Clinical Surgery, Clinical Micro- 
scopy, Mental Diseases, Municipal Sanitation, Cookery, Ophthal- 
mology, Otology, Lar3"ngology, Orthopaedics, Legal Medicine, several 
other required subjects, and twelve elective studies including Derma- 
tology, Neurology, Bacteriology, Operative Surgery, Otology, etc. 

The following statements illustrate the methods of instruction 
adopted by the School in a few of its distinctive departments : — 

The course in Anatomy covers two years. In the first year there 
are three lectures a week on descriptive anatomj r by a professor, 
and one recitation a week by an assistant. In the second year there 
is one lecture a week on advanced and topographical anatomy by 
a professor, and three a week during the greater part of the year on 
applied anatomy by an assistant professor. A characteristic feature 
of the instruction in this department is that every effort is made to give 
it in a comprehensive and practical manner. Thus, even in the course 
on descriptive anatomy, the bones and joints are treated of at the same 
time, and later in the year the arteries, veins, lymphatics and nerves, 
are considered together. In the second year much use is made of 
the live model, and of frozen sections. The surgical applications are 
insisted on. The great use of frozen sections is a specialty. The large 
models of the bones for use in the lecture room, specimens of which 
are on exhibition, were first made for this School. The collection of 
corrosion preparations is, we believe, the finest in America. Every 
student is required to dissect to the satisfaction of the demonstrator. 
There is a large collection of bones, kept in boxes, which students 
can borrow to study either in the building or at home. 

Physiology. — Instruction in this department Is given by Lectures, 
recitations, conferences, demonstrations in the Lecture room and 
practical work in the laboratory. The conference is an exercise i.i 



72 

which the students take a prominent part. Each student chosen to 
take part in the conferences is required to select a definite question 
in plrysiology and to study the literature of the subject as full}' as 
time allows. He then embodies the results of his work, which ma}^ 
also include original experiments, in a short paper requiring about 
ten minutes to read. After this paper has been read before the 
class, the subject is open for discussion by the members who, having 
been notified in advance of the subjects to be presented, are pre- 
pared to make remarks and to ask questions of the reader. The 
officers of instruction also contribute to the discussion in any way 
that may seem to them desirable. It is generally found practicable 
to have two papers read and discussed in each hour. 

The laboratory is well provided with apparatus for research, and 
students whose previous training fits them for the work are encour- 
aged to undertake original investigations under the direction of the 
instructors. 

Chemistry. — Instruction in this department is given by lectures, 
recitations, demonstrations, and practical exercises in the laboratory. 
A competent knowledge of the fundamental principles of chemistry 
and of qualitative analysis, is a requisite for admission ; but for the 
present courses in theoretical and descriptive (inorganic) chemistry 
and in qualitative analysis will be given during the first half of the 
first year to enable those who have been found in any manner 
deficient, at the admission examination, to make up such deficiencies 
before entering upon the work of the regular courses. Medical 
chemistry is taught during the second half of the first year. The 
laboratory instruction in this course includes the chemistry and 
microscopy of the urine and the tests for the important poisons. 
During the second year, the instruction is chiefly clinical in charac- 
ter, the student being taught the diagnosis of kidney and other 
diseases by an examination of the urine and clinical toxicology. 
During the summer months, courses are given in those branches of 
chemistry pertaining to medicine, including a course in general 
chemistry and qualitative analysis especially adapted to students 
about to enter the Medical School. The chemical laboratory has 
accommodations for 212 students, each student having his own 
desk and apparatus. The supply of material for instruction in 
urinary chemistry and toxicology is alwa3's abundant, and each 
student is required to examine chemically and microscopically 
at least two specimens of urine weekly, throughout the year and a 
half devoted to the study of chemisUy. The school possesses a very 
large and complete collection of preserved urinary sediments, includ- 
ing all of the rare constituents. This is at all times available for 






73 

the use of the students, and taken iu connection with the abundant 
supply of fresh material affords an unexcelled opportunity for becom- 
ing thoroughly familiar with this important branch of medical study. 
Instruction in the laboratory is given to the classes in small sections 
so that each student derives all the benefits to be obtained by indi- 
vidual instruction. The department is fully equipped with the 
apparatus and instruments necessary for chemical investigations of 
all kinds, including microscopes for those students whose means will 
not permit the purchase of this instrument. Special facilities are at 
all times offered for original investigations. 

Pathology and Pathological Anatomy are taught by lectures, recita- 
tions, and practical instructions in pathological histology. Recently 
the Sears' Building, the gift of Dr. Henry F. Sears, having been fin- 
ished, has been used for the instruction in this department. The 
basement is fitted up for the care of animals and for the storage of 
material. The first story contains the bacteriological laboratories. 
On the second floor are the rooms for the officers of instruction and 
for special students in pathological an atom}* and histology. In the 
third story is the class-room for recitations and demonstrations, and 
for instruction in pathological histology. An adjoining room is 
especially constructed for photography. These laboratories open 
directly into the physiological laboratory which, in turn, is immediately 
connected with that for chemistry ; all the appliances of each labo- 
ratory are thus available to the students in any one of them with the 
least possible loss of time The collection of the Warren Anatomical 
Museum is used to illustrate the lectures, and morbid specimens in a 
fresh state are shown at the demonstrations. The lectures on pathol- 
ogy are mainly given on general pathology including the various 
processes of disease, the condition and laws under which they are 
produced, and the effects which they exert on the functions of the 
body. In the demonstrations the appearances of diseased organs 
are studied, and the various changes which have taken place in them 
are described. The instruction in pathological histology is continued 
throughout the 3-ear. In this course the finer changes in the tissues 
are studied and the manner in which the}' are produced is explained. 
Both in this course and in the demonstrations particular attention is 
paid to the diagnosis of tumors. Each student, provided with a 
microscope, the necessary instruments and reagents, prepares the 
various objects and submits them for examination and criticism. 
The students are invited to be present at post mortem examina- 
tions, the method of conducting them is explained, and the students 
themselves are allowed to perform them. Every encouragement is 
given to the student to carry on individual work in the pathological 



74 

laboratory. All the facilities for work are provided and subjects for 
original investigation will be assigned to those who have shown them- 
selves capable. Only those students will be allowed to work indi- 
vidually in the laboratory who have shown by their work in the first 
two years of their stud}*, that they are both diligent and capable. 
Microscopes will be provided those students whose means will not 
permit the purchase of an instrument. 

Clinical Medicine. — Daily instruction *s given in this department 
by clinical lectures, hospital visits, and other exercises. Students are 
furnished with cases for personal examination, and are called upon to 
report them before the class, where they are criticised. These exami- 
nations are held both in the wards and in the amphitheatre. Another 
exercise, known as the clinical conference, affords an opportunity for 
more thorough preparation of cases, more time being allowed for 
their study. The full written report of a case is read by the student 
who has examined it. It is afterwards criticised by the class, by the 
professor of clinical medicine and other teachers in the School. In 
addition to this, a regular course of supplementary instruction is given 
in auscultation and percussion, and in laryngoscopy, which affords 
students an abundant opportunity for acquiring a thoroughly practical 
knowledge of these methods of exploration. 

Surgery. — Lectures and recitations. There are also courses on 
surgical anatomy, minor surgery, orthopedic surgery, surgical his- 
tology, bandaging, and operative surgery. In the last, students of 
the third and fourth classes are supplied with material for repeating 
the usual surgical operations. 

Clinical Surgery. — Instruction in clinical surgery is given at the 
Massachusetts General Hospital and the City Hospital, each week 
throughout the year, as follows : — 

One clinical conference, one clinical lecture, eight visits in the 
hospital wards, and two public operating days. 

The surgical clinical conference is an exercise at which a student 
of the third class presents an elaborate and carefully prepared paper 
on a surgical case in the hospital wards, which has been assigned him. 
This paper he is obliged to read in the amphitheatre of the Hospital 
before the whole class, and defend it from their criticism. At the 
close of the exercise the professor of clinical surgery gives a resume 
of the case and his opinions upon it. The students of the second 
class attend these exercises preparatory to their active participation 
in them in their third year. 

The second class is divided into small sections, and daily clinics 
are given to them in the out-patient department of the Massachusetts 
General Hospital and the City Hospital, in which students are 



75 

brought into personal contact with the patients, have practical exer- 
cises in the application of bandages and apparatus, and see a large 
number of cases of minor surgeiy. 

The clinical lecture is given either over surgical cases brought into 
the amphitheatre and illustrated by explorations or operations, or at 
the bedside in the wards illustrating the dressing of wounds, the 
treatment of fractures, and the progress of cases from entrance to 
discharge from the hospital. Every candidate for a degree is required 
to report a case in clinical surgery. 

In addition to its regular instruction leading to the degree of M.D., 
the School offers graduate instruction of a grade heretofore usually 
sought for only in British or continental schools. This instruction is 
wholly distinct from the undergraduate instruction in the School and 
is arranged in courses lasting about eight weeks each and designed to 
accommodate practitioners whose residence is necessarily brief. Cer- 
tificates of attendance are issued to those who have taken these 
courses. Briefly stated the instruction offered to graduates is as 
follows : In anatomy : anatomy of the joints, illustrated by prepa- 
rations, frozen sections, and the live model ; anatomy of the central 
nervous system, including cerebral localization and the course of 
fibres ; applied anatomy demonstrated on the cadaver, including 
surface anatom}* ; a dissection course. In histology and embiy- 
ology : human embryology ; normal histolog}' ; histological tech- 
nique. In physiology opportunities are given for canying on original 
investigations in the physiological laboratory, which is well provided 
with apparatus for original research, including recording instruments, 
induction coils, interrupters, galvanometers, constant temperature 
apparatus, photographic outfit, artificial respiration apparatus, etc. 
In medical chemistry practical instruction is given in the chemical 
laboratorjr, in physiological chemistiy ; the analysis of urine and 
other animal fluids in health and disease, and of poisons ; and in the 
examination of blood-stains and other objects connected with medico- 
legal investigations. 

In pathological anatomy courses consist of demonstrations of 
morbid material and practice in post-mortem examinations, exercises 
in pathological histology, clinical microscopy, special laboratory 
examinations. In clinical medicine courses of from 12 to 20 exor- 
cises are amply illustrated by cases in hospital wards. In Surgery 
ten courses are offered at the hospitals. Ample instruction with 
hospital cases in all stages and the management of convalescents ia 
offered in obstetrics. In dermatology instruction is given ;tt the 
Massachusetts General Hospital where two thousand eases oi' skin 
diseases are treated yearly. In ophthalmology and otology the 



<(5 

instruction is s;iven at the Eve and Ear Infirmary and the lars:e 
hospitals. At the Infirmary three thousand cases of diseases of the 
ear are treated each year. Instruction in diseases of women is given 
at the Free Hospital for "Women ; in neurology at the Massachusetts 
General Hospital : in mental diseases at the McLean Asylum for 
Insane, where the daily average of patients is 169 ; in diseases of 
children in five hospitals for children, in some of which wards for 
scarlet fever and diphtheria offer special opportunities for study : and 
in legal medicine at the Boston City Hospital. 

In hygiene practical instruction will be given in the laboratory at 
the Medical School in the analysis of air. water, soils, and of articles 
of food and drink for adulterations. Opportunities will also be 
afforded for special work. Attention will also be given to the 
sanitary inspection of houses, public buildings, and premises of 
offensive trades, and to the investigation of ventilation, plumbing, 
etc. In bacteriology the courses will consist of instruction in the 
methods of research, together with opportunities for original investi- 
gation. A special course in the practical identification of cholera is 
being arranged. Graduates of other medical schools may obtain the 
degree of M.D. at this University, after a year's study in the gradu- 
ates' course and passing the required examinations, which may be 
passed at such times as may be agreed upon by the examiners and the 
graduate student. 

The School offers summer instruction of a nature particularly suited 
for graduates whose opportunities for study have not been great, or 
who have had no chances to profit by hospital practice. The summer 
courses are clinical in character and are given in hospitals and dis- 
pensaries by the surgeons on duty in them, and in the School labora- 
tories by the officers in charge. The courses given during the summer 
of 1892 were forty in number and included one or more in each of the 
following subjects : Clinical Medicine. Physical Diagnosis. Xervous 
Diseases, Children's Diseases. Diseases of the Eye. Anatomy of the 
Ear, Clinical and Operative Surgery. Orthopedic Surgery. Minor 
Surgery, Municipal Sanitation, Bacteriology, etc.. etc. Physicians 
from ten different States and the District of Columbia attended these 
courses in 1892. 

For further information application may be made to Dr. H. P. 
Bowditch. Bean. Harvard Medical School, Boylston Street. Boston, 
Mass. 



THE DENTAL SCHOOL. 

Being closely connected with the Medical School and dependent 
upon hospital and infirmary work to be secured only in the midst 
of a large city, the Dental School is situated in Boston. At present 
it occupies the building on North Grove Street, for many years used 
by the Medical School, but a fund of $100,000 is being created to 
give the School ample accommodations of its own nearer to the new 
Medical School building. To enter the School a candidate who has 
not passed an examination for admission to the College or the 
Scientific School of the University, or who has not alreacly taken a 
degree in arts, letters, science, or medicine, must pass an examination 
in English, physics, and either Latin, French, German, algebra or 
plane geometry. Admission to advanced standing is granted upon 
satisfactory grounds. 

The course for the degree of Doctor of Dental Medicine is a 
graded one, covering three continuous years. The first 3-ear is nearly 
identical with that in the Medical School. Thirty-six persons join in 
the instruction of the School, which is thorough and exhaustive. No 
one can secure the degree who has not studied medicine or dentistry 
three full years and passed the required examinations of the School. 
The Infirmary and laboratoiy practice afforded by the School is invalu- 
able. The Infirmary remains open during the summer and one of the 
clinical instructors and a demonstrator are in attendence daily. 
Students have access to the Boston hospitals, and to the dissecting- 
rooms and museum of the Medical School. 

The instruction offered by the School is briefly described as fol- 
lows : — 

Anatomy. — Lectures, demonstrations, various practical exercises, 
including dissection under the direction of the demonstrator ; recita- 
tions. 

Physiology. — Lectures, recitations, conferences, and practical 
demonstrations in the laboratoiy. Opportunities for original work 
in the physiological laboratory of the Medical School are offered 
to those who are qualified. 

Chemistry is taught mainly by practical work in the laboratory, 
each student having his own desk and apparatus. 

Surgery. — Lectures and recitations in oral surgery illustrated by 
colored drawings and by recent and morbid specimens. All approved 
instruments and apparatus are exhibited and explained. Operations 
are performed on the living subject at the hospitals, and upon the 



78 

dead body. Instruction is given in the use of anaesthetics. Instruc- 
tion in clinical surgery is given at the Massachusetts General Hospital 
and City Hospital every week. 

Surgical Pathology. — Lectures and recitations embracing the sub- 
jects of shock, inflammation, repair, suppuration, ulceration, mortifi- 
cation, embolism, pyaemia, erysipelas, and tetanus. 

Operative Dentistry. — The instruction in this department is both 
didactic and practical. The professor and other instructors endeavor 
to demonstrate all known methods of performing operations upon the 
teeth and other tissues involved. The treatment of decay, the 
materials used for filling teeth, the most approved instruments and 
appliances used in operating upon the teeth, are appropriately dis- 
cussed. Clinics are held at the Infirmary, and every available means 
used to make the student practically acquainted with all the modern 
improvements of this important branch of dental science. 

Oral Anatomy and Physiology. — Lectures and recitations upon the 
minute anatomy of the teeth and their histological development, and 
the surgical pathology of the tissues in and about the mouth. The 
study of bacteria. Examination of the tissues in a healthy and 
diseased condition, with instruction in their preparation. 

Dental Pathology. — In the beginning of the course of lectures 
the general principles of pathology, including etiology, nosology, 
semeiology, diagnosis, and prognosis are outlined. The various 
pathological conditions in their relations to one another and their 
modifications of structure and function are taught. This prepares 
the way for the special pathology of the region with which the dentist 
has most to do. The diseases of the dental and contiguous tissues 
are considered in detail, with reference to their nature, causes, 
manifestations and terminations, and their relations with s} T stemic 
conditions. 

Materia Medica and Therapeutics. — A complete course of materia 
medica and therapeutics is taught by lectures and recitations. 
Special attention is given to those drugs which the dentist is called 
upon to use, and a collection of drugs is open to the inspection of the 
student. 

Mechanical Dentistry. — Lectures and practical work in the lab- 
oratory ; the manner in which mineral teeth are constructed, the 
principles and method of carving and furnace-work, and all com- 
pounds used for artificial teeth ; also metallurgy, and the manner in 
which gold and silver plates are prepared and adapted to the mouth ; 
the use of rubber and other materials as bases. 

Orthodontia is taught by lectures and by practical work in the 
Infirmary. Models of cases are shown, and students are made 



79 

familiar with the principles underlying the irregularities and the 
various appliances for their correction. 

Neurology. — A course of six lectures on neurology will include a 
brief review of the anatomy and phj-siology of the nervous system, 
the anatonry of the trifacial nerve being made the subject of special 
study. The nervous disturbances liable to be set up by dental irrita- 
tion, and, conversely, those likely to produce odontalgia, will be 
considered as fully as the limited nature of the course permits, special 
attention being paid to trifacial neuralgia. 

Dental Chemistry. — Metals : their properties and ready chemical 
identification. Allo3 T s and amalgams: formation, properties, and 
short methods of analysis. Compounds, inorganic and organic, of 
dental importance. Chemical processes which take place in the 
mouth. Antisepsis : all processes described are illustrated as far as 
possible by practical demonstration. 

Clinical Lectures on Operative Dentistry. — Operations on patients, 
demonstrations and exhibition of models, showing the individual 
methods of the lecturers with descriptions and explanations. 

The diploma of the School is accepted by the English Board of 
Registration under the Dental Act, so that graduates of the School 
who are not British subjects can practice dentistry in Great Britain 
without further examination. Board and lodging are obtainable in 
Boston at from five dollars a week upwards. 

The School granted its first degree in 1869, and since that time has 
graduated over two hundred persons. Its graduates are practising 
in a majority of the northern and western States, in Canada, in most 
of the principal countries of Europe, in Australia, Japan, the West 
Indies, and South America. 



THE SCHOOL OF VETEEINARY MEDICINE. 

The School of Veterinary Medicine was founded in 1882. It has 
already rendered a service to the country in being among the first to 
introduce a graded course of study of the kind long in force in the 
I est European schools. This change may be said to have put the 
:__ ".em science of veterinary medicine upon a secure foundation in 
America. 

Entrance to its classes is guarded by admission examinations in 
English, arithmetic, and in either French. German. Latin, algebra, 
plane geometry, or z >logy 

Its course extends over three years of about nine months each, and 
is in detail as follows : 

First Year. — Anatomy, Physiology, General Chemistry. Botany. 
an 3 Practical Anatomy. 

Second Year. — Advanced Anatomy. Practical Anatomy. Medical 
Chemistry. Materia Medica. Therapeutics. Pathological Anatomy. 
Surgical Pathology. Theory and Practice of Veterinary Medicine. 
Clinical Medicine, and Clinical Surgery. 

Third Year. — Warranty and Evidence. Veterinary Therapeutics, 
Obstetrics, Theory and Practice of Veterinary Medicine. Cattle 
Practice, Operative Veterinary Surgery. Opthalmology. Parasites and 
Parasitic Diseases, Clinical Medicine, and Clinical Surgery. 

The instructors in ;he School number 23 persons : and where the 
sul jects are common to all branches of medicine, the instructors in 
them are drawn from -among the members of the Medical Faculty of 
the University. The School has no scholarships. In order :: ~_e in 
the centre of a large and busy community, the School and its Hos- 
pital are situated in Est::;, where, in buildings erected particularly 
for its uses, all purely veterinary instruction is given. 

•• The Hospital building offers every advantage for the observation 
and treatment of sick animals. It is a substantial structure of brick. 
three stories high, and has been designed and built especially for its 
uses. Upon the first floor are the office, a large operating-room 
lighted from above, five commodious box stalls (one of which is 
arranged for the reception of violent cases and six ordinary stalls. 
On the second floo: are twelve boxes and stalls : various limensions, 
a ::om for dogs containing about twenty kennels, a pharmacy, and 
d instrument room. The third story contains, besides the necessary 
lofts and work rooms, apartments for the assistant surgeon and house 
surgeons. In the basement there is a shoeing forge and a boiler 






81 

room. Hot and cold water, steam heat, electricity, and gas are sup- 
plied throughout the building, and all pains have been taken to make 
the drainage and ventilation satisfactor} T . 

"Adjoining the Hospital and connected with it, is another brick 
building, erected entirely for the purposes of the School. This con- 
tains, on the lower floor, which is devoted to Hospital uses, boxes 
and stalls for ten horses. Upon the second floor is the lecture-room, 
in which a separate desk is provided for each student, and the seats 
rise each higher than the one before it. From this room a door 
communicates with the Hospital through which horses, or other 
animals, may be introduced for purposes of illustration. Upon the 
third floor in front is the dissecting-room, two stories in height, 
lighted from above, with an asphalt floor, and heavily painted brick 
walls, making a room which is at once light, well ventilated, and dry. 
In the rear is a student's reading-room comfortably furnished, the 
walls being lined with book-cases which are intended to accommodate 
the library, to which the members of all the classes have access. 
Above this on the fourth floor is a museum, an anatomical demon- 
stration room, and beside it a comfortable room for the house 
surgeons. The whole building is heated by steam. The forge is 
used for the shoeing of both sound and lame horses. The theor} r of 
orthopoedic shoeing will be taught as well as that of shoeing sound 
animals. It will be possible also for those students who desire it, 
to procure a course in practical horse-shoeing. Besides the rich 
collection at the Warren Museum, to which the students have access, 
the School has the nucleus of a valuable collection of its own, which 
has already been added to by gifts of anatomical and pathological 
objects from friends, both within and without the profession." 

This department, although still comparatively small in numbers, 
is effectively constituted and offers opportunities for the stud} T of 
both the theory and practice of veterinary medicine which, it is be- 
lieved, are as yet unapproached in the United States. It has thus 
far graduated thirty-nine Doctors of Veterinary Medicine, and it now 
has registered an equal number of candidates for its degree. The 
School is situated at the corner of Village and Lucas Streets, Boston. 



THE BUSSEY INSTITUTION. 

The School of Agriculture and Horticulture is situated about five 
miles from the heart of the city 011 a farm of 200 acres in Jamaica 
Plain, a rural portion of the extended municipality of Boston In- 
struction is given in agriculture, useful and ornamental gardening and 
stock-raising, and in botany and chemistry as applied to those arts. 
The students of the School include persons intending to become farm- 
ers, gardeners, florists, landscape gardeners, managers or stewards of 
large estates or public institutions, stock raisers, overseers of farms, 
and owners of rural property. 

The admission requirements are nominal as regards students who 
do not purpose to become candidates for a degree. If the degree of 
Bachelor of Agricultural Science is desired, the candidate must spend 
one year at the Lawrence Scientific School or give evidence of having 
taken its equivalent elsewhere. He must also study one year at the 
Bussey Institution and later pursue at least one year of advanced 
stud}* there or in other departments of the University, and pass exami- 
nations to determine the excellence of his work. Instruction is given 
by lectures and recitations, and by practical exercises in the labora- 
tories, greenhouses, and fields : every student being taught to make 
experiments, study specimens, and observe for himself. The aim of 
the teachers is to give the student a just idea of the principles upon 
which the arts of agriculture and horticulture depend ; to teach him 
how to make intelligent use of the scientific literature which relates to 
these arts ; and to enable him to put a proper estimate upon those 
kinds of evidence which are obtained by experiments and by the ob- 
servation of natural objects. The tuition-fee of SI. 30 is remitted in 
favor of students of limited means. Intelligent students in need of 
aid are permitted to work for their board and lodging. Those who 
pay the full fee may take courses in other departments of the Uni- 
versity free of charge and enjoy the library and other privileges open 
to students in the Cambridge departments. The small number of 
students at this School assures to all the most careful personal 
attention. 

The School building and grounds are situated upon high land 
commanding views of an attractive country. The groves and park- 
like plantations of the Arnold Arboretum adjoiu and partly surround 
the land used by the School. Although so retired, the School is 
within easy reach of Boston with its libraries, museums, and galleries ; 
and of Cambridge with its wealth of scientific apparatus. 



THE SUMMER SCHOOLS, 

A week or more after Commencement and the departure of the 
great bod} 7 of students, a number of short courses or schools are 
opened in the College buildings in Cambridge under the charge of 
instructors in the departments ot chemistry, pfrysics, botany, geology, 
bodily training, etc. These courses are largely attended by teachers 
in colleges and secondary schools ; college students who are suffici- 
ently in earnest in their studies to give half of their vacation to work, 
and other persons — women as well as men — who wish to avail 
themselves of the opportunity to use Harvard's wealth of apparatus 
in the weeks when it would otherwise be idle. The schools are 
gaining in numbers from year to year. The fees are small and the 
opportunities for individual progress under competent guidance are 
excellent. Detailed circulars concerning these schools are published 
early every spring and may be obtained from the Secretaiy. Each 
course lasts about six weeks, and occupies the whole time of its 
students during that period. The number of students in the summer 
schools of 1892 was 500. 

During the summer of 1893 the following courses will be 
given : — 

English, three courses, viz. : — 

Rhetoric and Composition (two courses) : — 

A. Elementary Course ; 

B. Advanced Course. 
Anglo-Saxon. 

German, two courses. 

French, two courses. 

American History. 

Draughting and Descriptive Geometry. 

Trigonometry. 

Engineering, three courses, viz. : — 

Topographical Surveying ; 

Railway Surveying ; 

Electrical Engineering. 
Physics, two courses. 
Chemistry, four courses, viz : — 

Fundamental Principles of ( Jhemistry ; 

Qualitative Analysis ; 
Quantitative Analysis ; 
Organic Chemistry. 



84 

Botany, fcwc sources, viz. : — 

Vegetable Morphology and Physiology and Microscopical 
Anatomy of Phaenogams ; 

[ ryptogamic Botany. 
Geology, three courses. 
Physical Training, :wo courses. 
Courses at the Medical School. 

%.* The course in the History and Ar: of Teaching omittei Sue ~ear will 



THE ASTRONOMICAL OBSERVATORY. 

The Observatory is situated upon a small hill about half a mile 
northwest of the principal University buildings. Its grounds embrace 
7J acres and contain ten buildings belonging to this department. 
The main building includes the residence of the Director, the library, 
various computing rooms, the 15-inch and 6-inch equatorials and 
8-inch transit circle. A two story and a half brick building, 30 by 60 
feet, recently completed, contains the thousands of glass photographs 
and the more valuable manuscripts of the Observatory. It has con- 
venient rooms for the examination and use of these records. One of 
the smaller buildings contains a photographic laboratory ; the others 
contain apparatus, including photographic telescopes of the respec- 
tive apertures 12, 11, and 8 inches, and reflectors of 28 and 15 
inches in aperture. Nearly all the instruments are in constant use, 
two of the photographic telescopes being used throughout the whole 
of every clear night. 

In addition to observations conducted in Cambridge, the Observa- 
tory has recently been maintaining a series of observations in Peru. 
The work undertaken there is designed to complete investigations 
begun at Cambridge by extending them to the parts of the sky 
invisible at northern stations. It includes photometric measurements 
of the light of the stars, photographic charts of their places, and 
photographs of their spectra. 

The principal work of this department of the University is being 
done under the stimulating influence of four remarkable benefac- 
tions, — the bequest of Robert Treat Paine, now amounting to 
$320,000 ; the bequest of U. A. Boyden, now amounting to $214,000 ; 
the annual gift of $10,000 by Mrs. Henry Draper; and the gift of 
$50,000 by Miss Catherine W. Bruce. The Boyden Fund maintains 
a number of stations near Arequipa, Peru, at elevations of 100 feet, 
4150 feet, 8060 feet, and 16,650 feet above sea level. At the third 
station a 13-inch telescope, an 8-inch telescope: and a photographic 
camera having an aperture of 2J inches, have beeD kept steadily cm- 
ployed of late with valuable results. The Henry Draper Memorial 
Fund is applied to stellar photography ; part of the work being done 
in Arequipa, part in Cambridge. Miss Bruce's gifl is for a photo- 
graphic telescope, which when completed will be one of fche most 
powerful astronomical instruments in the world. In several particu- 
lars it will be the most powerful. It is to ho mounted :i( Arequipa, 
which is without question a singularly favorable place for observing ; 



86 

and the raro combination of instrument, position, and ample means 
for prolonged and skilful observations are confidently looked upon as 
likely to produce remarkable results. It is hoped that the climatic 
advantages for astronomical work presented by this station, and the 
extensive field of usefulness open to large telescopes in the southern 
hemisphere may lead to the establishment at Arequipa of a telescope 
of the first class. 

The reduction of the results of the observations in Cambridge 
and Peru employs a force of about thirty persons, and it is in com- 
putation and work upon photographic plates as well as in certain 
kinds of observing that approved students are sometimes employed 
under Professor Pickering's direction. Competent students needing 
pecuniary aid are given allowances varying from S300 to S500 a year 
for their services, but the work for which they are paid affords a low 
order of scientific training and leaves little time for other study. 

The instruction in astronomy offered by the University is not given 
at the Observatory, but facilities are freely offered astronomers for 
making use of the Observatory library, buildings, grounds, and in- 
struments so far as it can be done without interfering with regular 
work. Similar opportunities are sometimes offered to special students 
in astronomy, but the constant employment of the instruments greatly 
jimits such use. Persons wishing to study astronomy in Cambridge, 
or to obtain employment at the Observatory in connection with their 
studies under the Faculty of Arts and Sciences, are advised to cor- 
respond with the Secretary several months before the opening of the 
academic year. 






THE UNIVERSITY LIBRARY. 



The University Library contains about 412,000 bound volumes and 
over 300,000 unbound maps and pamphlets. It is the largest of the 
university libraries of the country. Its increase is rapid. It is not 
all grouped in Gore Hall, its main building, as volumes relating to 
professional work are placed in the professional school buildings, 
while many in immediate demand in the classical department, the 
department of philosophy, the department of history, and similar 
centres of activity are placed within easy reach of the class-rooms 
of those departments. The Library is conducted upon the most 
modern and approved methods, and its primary aim is to meet all 
immediate demands in the shortest possible time. It is catalogued 
by cards — first by authors, second by subjects. Delivery, consider- 
ing the size of the collection and its steady and rapid growth, is 
singularly prompt. The possession of ample funds for the purchase 
of new books, as fast as needed for effective instruction, is one of the 
strongest features of the Library. Its total annual expenditures 
closely approach $50,000. The efficiency of the Library management 
is shown by the number of those who use it and by the number of 
volumes lent. Twenty }'ears ago only 57% of students in College 
used the Library, now over 90% of the upper classmen are borrowers. 
The elective system deserves a part of the credit for this increased 
use of original authorities. The mere note-taking or text-book 
studying student is now the exception where he used to be the rule. 

The following tables show in detail some of the operations of the 
Library : 



Department. 



Gore Hall (College Library) 
Laboratory and Class-rooms 

Law School 

Scientific School 

Divinity School 

Medical School 

Museum of Zoology .... 
Astronomical Observatory . 

Botanic Garden 

Arnold Arboretum .... 
BllSSey Institution . . . . 

Peabody Museum 



Volumes. 


Pamphlets. 


301,252 


287,556 


8,501 


. . . 


28,157 


3,54 I 


3,355 


800 


24,027 


t,600 


2,038 


. . . 


22,757 


258 


:. is: 


8,669 


6,260 


3,426 


i,n(M 




8,225 


. . . 


1,248 


l. :::.'_» 



Totals 



i i" 000 



809,999 



88 



ANNUAL INCREASE IX RECENT TEARS. 



In 1879 . . 


. . 10,389 vols. 


In 1886 . . 


. . 9,191 vols. 


" 1880 . . 


. . 7,247 " 


" 1887 . . 


. . 11,924 " 


" 1881 . . 


. . 9.804 " 


" 1888 . . 


. . 16,468 " 


" 1882 . . 


. . 9.192 " 


" 1889 . . 


. . 12,253 " 


" 1883 . . 


. . 9.818 " 


" 1890 . . 


. . 16,051 " 


" 1884 . . 


. . 12.360 " 


" 1891 . . 


. . 13.276 " 


" 1885 . . 


. . 14,558 " 


" 1892 . . 


. . 13,785 " 



USE OF THE GORE HALL LIBRARY. 





1885-86. ! 1886-87. 


1887-88. 


1888-89. 


1889-90. 


1890-91. 


1891-92. 


1. Books lent out . . 

2. Used in the building 


60,195 

8,816 


62,861 
12,041 


65,639 
15,267 


68,892 
14,299 


74,906 
17,203 


70,036 
15,861 


71,434 
19,648 


Total .... 


69,011 


74,902 


80,906 


84,191 


92,109 


85,897 


91,082 



STUDENTS USE OF THE GORE HALL LIBRARY. 





1886-37. 


j 1887-88. 


1888-89. 


1889-90. 


| 1890-91. 


1891-92. 


Students of 


d 


bo 

a . 

is o 


1 

■ « 
16 


60 

a . 

3* 

is o 

di 

z; 

16 


d 
'o 

i 

, 26 


it 

c . 

a o 

. o 
d-a 

26 


d 

o 

36 


60 

a . 
. c 

— 

36 , 


d 

I 

41 


bo 

U 

. o 
36 


i 

s 

39 


a\ 


Divinitv . . . 


20 


20 


39 


Law .... 


180 


108 


215 


175 


217 


138 


254 


151 ! 


279 


147 


363 


165 


Scientific . « 


14 


10 


20 


18 


35 


21 


65 


37 


88 


42 


118 


71 


Eesident Grad. 


56 


54 


83 


76 


85 


74 


93 


81 


110 


92 


176 


151 


Senior Class . 


239 


231 


237 


234 


214 


206 


278 


254 


| 289 


260 


271 


251 


Junior Class . 


238 


215 


214 


209 


252 


249 


244 


232 


254 


242 


304 


281 


Sophom. Class 


224 


206 


281 


234 


264 


238 


282 


253 


1289 


245 


331 


274 


Freshm. Class 


280 


195 


295 


229 | 


309 


215 


323 


215 


366 


217 


'381 


234 


Sp t Students . 














144 


100 


141 


123 


169 


114 


Totals . . 


1251 


1039 


1331 


1191 

1 


1402 


1167 


1719 


1359 
1 


1857 


1404J2152 

1 


1580 



PERCENTAGE OF UNDERGRADUATES USING GORE HALL LIBRARY. 





? 


3 


00 


°? 


£ 


oo 

00 


oa 

00 


© 


? 


c4 

© 




1 S 


00 


oo 

OO 


10 

CO 


oo 
oo 


oo 


00 

ot 


oa 
oo 
oo 


© 

1 


© 

00 


Seniors 


. ... 88 


90 


90 


92 


96 


99 


97 


91 


89 


92 


Juniors 


... 83 


88 


93 


96 


90 


98 


99 


95 


95 


92 


Sophomores . . . 


... ! 83 


85 


H6 


93 


99 


94 


90 


90 


84 


8? 


Freshmen .... 


... 65 


80 


80 


78 


69 


77 


69 


67 


59 


61 



89 

The steady increase in the size and efficiency of department and 
class-room libraries is slightly reducing the relative number of stu- 
dents borrowing books from the main library in Gore Hall. None of 
the tables indicate the extent to which professional school, depart- 
ment, and laboratory libraries are used, and of course no record can 
be kept of the steady use of the periodicals, books of reference, and 
reserved books which are always within reach of the hundreds of 
students who read and study in Gore Hall. 



nit :.....: 


oratories m Cambridge 


v . :■ •. : '. : : 


- :-". -.7- -.1,7 __ : 


tlf 'rfr 


,. . . ,. p - — _ . - . - -,..-- 


_, -, - . - - 


." : :'.. . 7 «■ • :". '. '. 


1 ' - ^ 


> :: . -. - 


^ . ^ 


V - --".--, 



THE LABORATORIES 

-ton Chemical 
Laboratory, built in 1857, enlarged in 1870, and again remodelled 

— . :: 
e flail 

s :::i 
1: _ . ■:.-. :-.- 

University Misfittz ' liliiztg. vr7:7i ii:7ii- :zi : :.' — -_;;.: ;.tf :.:- 
until isti:: - :■:: tie iftiirtzneits : 7 :.:_-. 7:7 v . _i !: t;~. 7rii.gy. 
-->: _::_7-\ I-.:: ._:._;-. ZZ.--_:Z _;■'. ;-.ii 7 ::;.•_;-. Titf ttrtiii :: 
the Mnsenm building occupied by the laboratories and lecture-roi m - 
: : ti - ■ "_.-... : .> . . - - . z . - . : .:.::-. 7"_t 7-: ; '. : .'.;• 
eum contains a laboratory for anthropological and archaeological 
: :-. . 7_. 2 :o:::H7_:;^v ; _:::.- six 7\:_t :7e n .:: i i: 7 : :: :; . i — 
::..". :. : ". .":j7-.-l : ;::~\It: : i> : .. list: " .: : :: - 7 r 7 ---' ~ : ikizg- 
room has places for 100 students. It is especially devoted to quali- 
tative and descriptive work. That next in size has *>L places. In 
all 250 working tables are provided, of which one half are occupied 
by : students each, having separate lockers, and working :.t 
different hours. The new Boylston lecture-room has seats for 500 
" ■-:■:« ...» "7_.v 7- --_■-.«. i. Piysitii L:7 ::::.: :~ i- : .:: stoties ii.t7 
-1 ! ------- iiztg. It lis -.-': ztjs: ...7.- :•■:■; hi: 7 ::_-:: : ':: :ti 

large and small classes, and for individual work, free from inter- 
ruption. In the basement and first story stone tables resting upon 
• .1- - . ins :t zis:i:v tiriis7 t. ... » : it : . . instruments ii 

In the western end of the building a large rectangular tower 
stands on an independent foundation and has no contact with sur- 
rounding rooms. In it are conducted experiments requiring extra- 
ordinary stability or a great height — as for example, in Foacsv.it' s 
triiiiii: v v..:. .v Zy : -i__: 7. 7v:if i.i.7; :7v entire iengtn 
of the building maybe used in experiments for testing the ~eloo- 
of light. In the wing where magnetic experiments are tried 
there is no iron in the woodwork or masonry of the building. New 
apparatus is procured and the general running expends it this 
:: ire in large part paid from a permanent income derived 
from invested funds. 

The laboratories of the Medical, Dental, and Veterinary Schools, 
:n.it7e Sin - it -'--_i i . v'.t.v. -.- t.v.i Ki:v::;7ri:e. ...r it ;. size et~il 

to tie if e 7s it i::;t trtirtiteits. 



THE MUSEUMS. 

The magnitude of the museums of the University is illustrated by 
the fact that the University Museum alone contains four acres of 
floor space. It includes the Museum of Comparative Zoolog} T , Natural 
Histoiy Laboratories of Zoology, Paleontology, Geology, and Geog- 
raphy, and the Museums of Mineralogy and Botairy. The portion 
of the building devoted to Comparative Zoology and the laboratories 
named cost $450,000. The section occupied by the Botanical Museum 
cost $75,000 and that occupied by the Mineralogical Museum $50,000. 

The original scheme for this Museum was proposed by Professor 
Louis Agassiz in 1859. Its realization is in great part the work of 
his son Alexander Agassiz, the present Curator of the Museum. 

In an adjoining building, having a floor area of 29,828 square feet 
(not including basement and attic), are the Peabody Museum of 
American Archaeology and Ethnology, and the Semitic Museum. 
The latter will in time be removed to other quarters. The Fine Arts 
collections are in part in the rooms of the department of Fine Arts 
in Sever Hall and in part in the Museum of Fine Arts, Cople}^ Sq., 
Boston. Thanks, however, to a bequest of over $200,000 made by 
Mrs. Elizabeth Fogg of New York, the William Hayes Fogg Memorial 
Art Museum is soon to be erected in the College yard in close 
proximity to Appleton Chapel, Thayer Hall and Holworthy Hall. 
The building will contain not only exhibition rooms of generous size, 
but also lecture halls and drawing rooms for the department of Fine 
Arts. Over 400 students received instruction in this department in 
1891-92. 

The collection of coins and medals belonging to the University is 
kept in Gore Hall. The Anatomical Museum is placed in the Medi- 
cal School building on Boylston St., Boston. The Museum of the 
Dental School is in the School building on North Grove St., and thai 
of the School of Veterinary Medicine is in the Veterinary Hospital 
building on Village St., Boston. The Arboretum Museum lias been 
placed in the new Hunnewell building. The actual cost, of the col- 
lections in the Museum of Comparative Zoology lias been over 
$350,000. The collections are iii part open to the public. The first 
of the exhibition-rooms open to the public is the Synoptic Room, in 
which the entire animal kingdom is summarized in a compact collec- 
tion of distinctive types. Beyond this are (lie systematic collections 
of Mammals, Birds, Reptiles, Fishes, Mollusks, Crustacea and In- 
sects, Radiates, Sponges, and Protozoa. Finally, there are the rooms 






«i to fannal areas, indndi: _ 

:ne Indo- Asiatic, the African, the Australian, and t 
lantic The larger parts of the collection an? not open to the public, 
but are in constant . r competent students of the 

_ _ 

The collections in the Botani : ~ un are not fully arranged 

and are open to the public only in part. They are of tiro kinds, the 
Economic Collection and the Ware Collection of glass models. 

The Economic Collection will contain wood, fruits, fibres, etc. It 
is receiving from time to time large accessions from all parts of the 
i. and before long a portion of the most characteristic specimens 
will be placed upon exhibition. The collection of Fossil Pis: - 
extremely valuable on account of its | as >>k>n of types and from its 
richness and wide rangi ::t stored in the commodious 

basement, but no attempt will be made to exhibit any of these speci- 
mens until the Economic Collection has been partially arranged. 

The Ware Collection of glass models of flowers occupies the central 
room of the Museum. The exquisite models are made exclus. 
for this Un: ropean artists, father and son. named 

Blaschka. Their pre sess is The collection now comprises 

illustrations of more than three hundred species, together with their 
analytical details, magnified in such manner - . lay all structural 

features in a perfect manner. During the late winter one of the 
artists. Rudolf Blaschka. made a journey to the tropics and brought 
back more than a hundred elaborate drawings and other materials 
for illustrating the more useful plants of hot climates. A little 1 
he went to Arizona where he examined with the same degree of care 
the peculiar plants of the desert, then visited California, and returned 
overland by the way of Colorado, with his portfolio filled with char- 
acteristic drawings to be utilized in further modeling. These two 
artists prepare on an average one hundred models of k:_ and 

three hundred models of details, each year. Their marvelous skill 
and accuracy are equalled only by the untiring assiduity with which 
:..-. - ; :. '.::...- :.:r : iv. 

The Mineralogies! Collections are in part open to the public. The 
public portions — about one half in amount — are large enough fully 
to illustrate the extent, beauty, and variety of the mineral kingdom. 
Some portions are systematic in arrangement : others are grouped to 
illustrate striking characteristics of minerals — lustre, for example. 
The collection of meteorites is one of the finest in The 

portion of the collections not open to the public cons ifl f sv sterna tic 
series grouped for specific and comparative study, and duplicates and 
class-room material continually being used and replaced. The value 



of this collection is great. The meteorites alone represent over 
$30,000; the whole collection, $150,000. In 1892, Mr. James A. 
Garland of New York, presented the .Museum with crystals of topaz, 
aqua marine, golden beryl, Mexican, Australian, and Hungarian 
opals, and platinum in the gangue; a diamond crystal an inch and a 
quarter in diameter, weighing nearly 90 carats ; snd the Hamlin 
Collection of tourmalines. His gift, measured in money, is equivalent 
to at Least $20,000. 

The Peabody Museum is open to the public. It contains large 
archaeological and ethnological collections obtained by systematic 
and thorough explorations of burial-places, caves, shell-heaps, village- 
sites, mounds, and ruins in many parts of North, Central, and South 
America, as well as by extensive examinations of gravel beds, peat 
bogs, and river and other deposits of various geological ages. By 
the arrangement in the Museum of these special collections in their 
geographical sequence, each tells its own story in all its details. 

For a comparative study of the archaeology and ethnology of other 
parts of the world two rooms are devoted to collections arranged 
ethnographical! v. There is also a large anth topological collection, 
including over two thousand human crania and many more or less 
complete skeletons. The Curator of the Museum, Professor Fred- 
erick W. Putnam is at present in charge of the great archaeological 
exhibit at the World's Columbian Exposition. 

The Semitic Museum, founded by Mr. Jacob II. Schiff in ]HHU, 
occupies temporary quarters in the new part of the Peabody Museum. 
Its aim is to furnish materials for illustration of the Semitic instruc- 
tion given in the University and for original investigation, and 
also to show to the general public, the place which belongs to tin; 
Semites in the history of culture. The collection embraces casts of 
many of the most interesting Semitic monuments in the British 
Museum, the Louvr(;, and the Berlin Museum. Among these are 
Assyrian bas-reliefs from Ninevah and Kalah ; Babylonian slatues 
from Tello ; and Phoenician, Hebrew, Moabite, Arabic. Punic, Hittite 
and Persian monuments, bas-reliefs, and inscriptions. It contains 

also manuscripts, Arabic, Hebrew, and Syriac, and a large number 

of photographs illustrating ancient and modern Semitic life, art, and 

Scenery. There are many original clay tablets from Babylon, some 
of which are of great interest, and also Semitic coins and Other 

objects illustrating the life of the people. It is intended to make ihe 

collection as complete as possible in material from Palestine illus- 
trating Hebrew history. 



BOTANIC GAEDEN, HEEBARIA, AND AEBOEETUM. 

The Botanic Garden and greenhouses occupy about seven acres 
of land opposite the Observatoiy grounds. About 6000 species of 
flowering plants are grown for educational purposes, supplying stu- 
dents of Botany who are members of the University with abundant 
material for determination or investigation. The Botanical library 
of 9800 volumes and pamphlets and the University Herbarium are 
contained in one of the buildings in the Garden. The Herbarium 
contains five hundred thousand specimens which are open, under the 
direction of the Curator, to qualified and property registered stu- 
dents. The accessions to the Herbarium in 1889-90 illustrate the 
direction and the rapidity of its growth. The} T included 850 speci- 
mens from Northern Mexico, embracing many new and little-known 
species ; 575 from Canada ; 600 from Porto Rico ; 670 from Bolivia ; 
700 through the Director of the Kew Gardens, mainly from China, 
Tasmania, and Brazil; 126 from Arabia Felix; 300 from South 
Africa ; 240 from Australia ; the entire Thomas P. James collection 
of mosses, and a large part of the George Thurber collections. In 
1891-92 13,000 sheets of specimens were inserted in the Systematic 
Collection. It is not, however, the number of specimens which make 
the Gray Herbarium of national value. It is the accurac} T with which 
its specimens have been identified and the fact that many of them are 
types from which new species have been described and named. Drs. 
Asa Gray and Sereno Watson alone described 2500 new species, 
mainly American plants, and the type specimens of all of them are 
in this Herbarium. This collection is by far the richest in America. 

The Herbarium of Ciyptogamic Botairy is placed in the University 
Museum in connection with the Botanical Museum. It contains sev- 
eral hundred thousand specimens, including the Tuckerman collection 
of lichens, having about 75,000 specimens ; the Curtis collection of 
fungi, about equal in magnitude ; and the Farlow collection of algae, 
lichens, and fungi. Competent students who are not members of the 
Universit}* ma} T obtain permission to use the Herbarium under proper 
supervision. 

The Arnold Aboretum occupies a portion of the Bussey Farm, 
160 acres in extent, in that part of Boston known as West Roxbuiy. 
It was founded as an Out-door museum of trees and shrubs suited to 
the climate of Massachusetts. 

These trees were to be arranged in the sequence of natural classifi- 
cation, to be properly labeled, and accessible to the public by means 



95 

of roads and paths, each species being represented Iry typical speci- 
mens and by its natural and artificial varieties. They were to be 
planted in such a way as to harmonize with such portions of the 
existing woodland as it had been considered desirable to preserve, 
the whole being arranged in accordance with the principles of land- 
scape art. A second object of the Arboretum was the formation of a 
dendrological museum, herbarium, and libraiy, and the dissemination 
— by means of publication, to students, and the distribution of plants 
and seeds — of the results of studies and experiments. 

By a mutually beneficial compact between the University and the 
City of Boston, the latter acquired a most important addition to its 
park system in return for the construction of three miles of roads 
opening the Arboretum ground and collections to easy inspection. 
The planting of the specimen trees has proceeded as fast as the 
operations of road construction would allow, and now two thirds of 
the whole Arboretum is permanently planted and recorded. 

Through the gift of Mr. H. H. Hunnewell, the Arboretum has now 
a museum building admirably suited to its needs, which will greatly 
facilitate the scientific work to be carried on hereafter. It is a sub- 
stantial fireproof structure one hundred feet by forty, convenient!} 7 
situated near one of the principal entrances. The lower story, con- 
sisting of two large rooms, is devoted to a museum of dendrology. 
On the upper floor are two rooms for the herbarium and the libraiy, 
and several smaller working-rooms and offices. The herbarium, 
which is restricted to ligneous plants, now contains about 18,000 
sheets, and is growing rapidly. The library is the gift of the 
Director, Professor Sargent, who has been collecting it with great 
care and judgment for many years. It numbers about 4000 bound 
volumes, and contains many rare and valuable works on general 
botany, dendrology, and forestry. 

The journal Garden and Forest, founded and conducted by the 
Director, has been the principal channel through which the researches 
carried on at Arboretum have been published. Its influence in popu- 
larizing the knowledge of trees and their cultivation has been widely 
felt. That magnificent work The Silva of North America, now ap- 
pearing in parts also bears witness to the Director's tireless activity 
in scientific work. Popular courses of lectures on tries and shrubs 
are now given in the spring and autumn, and arc well attended. The 
constant distribution of plants and seeds by exchange and otherwise 
has been the means of introducing many valuable plants into cultiva- 
tion Any one qualified to pursue the study of practical arboriculture 

or forestry may be admitted to the Arboretum as :i student. 



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In the Harvard Divinity School weekly debates and conferences 
are held on Wednesday afternoons, and preaching services on Friday 
evenings. 

During the academic year 1891-92 a series of Tuesday evening 
College Conferences on the literary, ethical, and religious aspects 
of the Bible were held. Among the subjects chosen were the 
following: "The Literary Aspect of the English Bible," Professor 
Kittredge ; "The Bible and the Sacred Books of the East," Pro- 
fessor Everett; "The Bible in its Relation to Modern Problems," 
Rev. Lyman Abbott ; " The Development of the Hebrew Religion," 
Professor T03*. 

Among the subjects of the Conferences in 1888 and 1889 were the 
following: "College Responsibilit}'," Rev. Phillips Brooks, D.D. ; 
"College Public Opinion," President Eliot; "The Recovery of 
Religious Enthusiasm," Rev. Professor Tucker of Andover ; "The 
Belief in Immortality," Rev. Professor Everett; "Public Life," 
Hon. Theo. Roosevelt of New York; "Problems of Charhy in a 
Large City," A. T. White, Esq., of Brooklyn, N. Y. ; and a series 
of addresses on " The Choice of a Profession " by eminent members 
of the various learned professions. 

The religious societies of the Universit}^ are the Harvard Y.M.C. A. 
(formerly known as the Society of Christian Brethren), the St. 
Paul's Society, the Oxford Club, the Harvard Religious Union, and 
the Harvard Catholic Association. They have numerous members. 
Many members of the University engage actively in charity work in 
Boston and Cambridge, fields in which ample opportunity is offered 
for effort of this kind. 

There are in Cambridge or its immediate vicinity theological semi- 
naries of at least five of the leading evangelical denominations. 

In addition to the opportunities for voluntary worship in the 
University Chapel, seats are provided for students, at the expense 
of the College, in many churches of different denominations situated 
near the College buildings. 

The following extract from a magazine article published recently 
by a young man who came to Harvard from another college, illus- 
trates student opinion of the moral condition of the University : "It 
is only the; outgrowth of tendencies planted in the school and the 
home. If boys come from sensible homes and schools to Harvard, 
they will find it a place unexcelled in developing influences and 

Opportunities. In every ease the choice of what the man will he 
must rest with the man himself." 



UNIVEESITY KECEIPTS AND EXPENSES. 

In round numbers a million dollars is received and expended on 
account of Harvard University each year. In 1891-92 the total 
amount of income, excluding gifts not for immediate use, was 
$1,047,382.84, and the total amount of expenses was $981,182.79. 
The following table shows the sources from which the }car's income 
was derived : — 

INCOME. 

Interest on Notes, Mortgages, Bonds, etc., $198,870.85 

Dividends on Stocks, 29,928.00 

Rents from Real Estate, 211,877.13 

Term Bills : 

Students in Arts and Sciences, 302,432.30 

." " Divinity, 5,623.82 

" Law, 53,100.00 

" Medicine, 81,985.77 

" Dental Medicine, 8,216.67 

" " Veterinary Medicine, 3,131.00 

" " the Bussey Institution, 1,216.00 156,065.56 

Laboratory Fees, Sales, and Sundries, 71,478.18 

Gifts for immediate use, 76,162.82 

$1,017,382.84 

The gifts for the year, exclusive of those for immediate use, 
amounted to $440,369,38. 

The following table shows the expenses for the year : — 

EXPENSES. 
University. 

Salaries and other expenses, $63,093.23 

Insurance, Taxes, Repairs, etc., 59,502.28 

Incidental Trusts, 13,132.42 $135,727.93 

College, Scientific, and Graduate Schools. 

Salaries for instruction, 216,637.97 

General expenses, 80,237.38 

Collections and Laboratories, 17,881.94 

Fellowships and Scholarships, 43,195.02 

Beneficiaries, , 18,232.56 

Prizes, 1,984.78 

Scientific School salaries and expenses, . . . 35,978.94 

Summer School salaries and expenses, .... 8,224.19 422,372.78 

Amount carried forward, . . $558,100.71 



99 

Amount brought forward, . ........ $558,100.71 

Divinity School. 

Salaries and other expenses, 25,682.18 

Scholarships and Beneficiaries, 1,935.00 27,617.18 

I*aw School. 

Salaries and other expenses, 49,427.90 

Scholarships, 1,650.00 51,077.90 

Medical School. 

Salaries and other expenses, 72,211.15 

Scholarships and Beneficiaries, 2,062.50 74,273.65 

Dental School. 

Salaries and other expenses, 11,678.91 

School of Veterinary Medicine. 

Salaries and other expenses, 25,637.45 

Bussey Institution, 12,354.00 

Arnold Arboretum, 49,866.58 

Botanic Garden and Botanic Museum, 9,778.75 

Herbarium, 5,314.68 

Jefferson Physical laboratory, 3,485.6;) 

Museum of Comparative Zoology, 29,871.77 

Astronomical Observatory, 56,713.10 

University Chapel, 8,441.06 

"University Library. 

Books, 16,566.73 

Salaries and other expenses, 30,272.66 46,839.39 

Hemenway Gymnasium and Carey Building, 10,131.97 

$981,182.79 

Omitting the gifts to be held permanently in trust ($440,369.38), 
but including the gifts for immediate use ($76,162.82), the receipts 
for 1891-92 exceeded the expenses b} r $98,027.50, and this sum 
represents consequently the net increase for the 3-ear in the invested 
funds and balances. Of this increase an important part went to 
funds which under the terms of their trusts are held for accumula- 
tion. For example the Retiring Allowance Fund, some day to be used 
for pensioning aged professors, increased over $1.'5,000, and sundry 
scholarship funds increased over $4,000. In general, it may be 
remarked that the tuition fees paid by students fall far short o\' being 
sufficient to pay for the instruction and other advantages given them ; 
that the salaries paid to professors and other teachers are much 
below what they should be, and thai, in spite <>r its large income, 
Harvard University, by reason of its manifold and costly undertak- 
ings, is never free from embarrassment due to insufficiency of 
income. 

LtlC. 



UNIVERSITY BUILDINGS AND GROUNDS. 

Aside from property held for investment purposes, Harvard Uni- 
versity owns and occupies over sixty buildings and nearly seven 
hundred acres of land. This property is partly in Cambridge on the 

northern side of Charles River, and partly in Boston and the outlying 
wards of Boston still popularly known by their old town names of 

Brighton and Jamaica Plain. The following is a list of the principal 

buildings occupied by the University, not including any modern 
structure whose cost has been under $5,000 : — 

Name. Purpose. Date. Cost.* 

Massachusetts Lecture-rooms 1718-20 £3,500 

Wadsworth Dormitory and offices 1726 £1,800 

Holden Lecture-room 1744 £400 

Hollis Dormitory 1763 £4,800 

Harvard Lecture-rooms 1764-66 $23,000 

Stoughton Dormitory 1805 23,700 

Botanic Garden Buildings Gardens, hothouses, and herbarium 1810-79 55,000 

Holworthy Dormitory 1812 24,500 

University Lecture-rooms and offices 1814-15 65,000 

Divinity Hall Dormitory 1826 31,500 

Divinity House .... Dormitory 1826 2,'J00 

Dane Lecture-rooms and Coop. -stores 1832-91 24,000. 

Gore Library 1837-77 165,000 

Observatory Buildings . Astronomical observations 1844-92 50,000 

College House Dormitory 1846-71 59,000 

Dental School ..... Lecture-rooms and laboratories 1846-71 21,000 

Lawrence Scientific School 1848-71 43,000 

Boylston Chemical laboratory 1857-91 77,000 

Appleton Chapel 1858-73 84,000 

University Museum . . Nat. hist, museums and laboratories 1859-91 600,000 

Old Gymnasium .... Carpenters' shops 1860 9,500 

President's House . . . Official residence 1860-61 16,500 

Grays Dormitory 1863 39,500 

Thayer Dormitory 1870 100,000 

Holyoke Dormitory 1870-71 126,000 

Bussey School Buildings Lecture-rooms, &c. 1872-72 60,000 

Memorial Hall . . . . I Auditor™, dinin S + hall > and \ g 4 
\ memorial transept J 

Weld Dormitory 1872 87,000 

Matthews Dormitory 1872 113,000 

College Hospital .... Hospital 1874-75 3,500 

Univ. Boat Club House . Athletic sports 1874-77 6,000 

Peabody Museum . . . Archaeology and ethnology 1876-84 116,000 

Hemenway Gymnasium . Athletic sports 1878-79 103,000 

Sever Lecture-rooms 1878-80 117,000 

* Approximate and inexact. 



101 

Name Purpose. Date. Cost.* 

Medical School Building Lecture-rooms and laboratories 1881-83 $240,500 

Austin Law School 1882-83 154,000 

Jefferson Physical laboratories 1883-84 117,000 

Veterinary School Bldgs. Hospital, lect.-rooms, and laborat's 1882-84 15,000 

Divinity Library .... Library 1887 42,000 

Carey Athletic Building . Athletic sports 1889-90 38,500 

Walter Hastings .... Dormitory 1888-89 243,000 

Weld Boat House . . . Athletic sports 1888-89 . . . 

Sears Laboratories . . . Laboratories 1889-90 36,000 

Foxcroft House .... Dormitory and dining hall |1888-89 J23,275 

Johnston Gateway . . . Main entrance to Yard 1890 11,500 

Rotch Elect. Workshop . Laboratory 1891-92 11,000 

Hunnewell Building . . Arboretum museum 1892 30,000 

The land owned and occupied by the University amounts in all to 
691.74 acres, as follows : — 

Acres. 

College Yard 22.70 

Holmes Field, including Jarvis Street, Hastings Hall, 

Gymnasium, and Lawrence Scientific School 15.80 

Jarvis Field 5.08 

University Museum and Divinity lot 12.12 

Observatory grounds 7.50 

Botanic Gardens 7.90 

Other Cambridge lands 7. GO 

Soldier's Field 34.40 

Longfellow Park (58.10 

Arnold Arboretum 160.00 

Bussey lands 240.00 

Lands in Dedliam 51.00 

Lands in Hyde Park and Ward's Island 38.50 

Medical and Dental Schools 1.04 

Stoughton land 20.00 

Total 691.74 

Twenty-one buildings already occupy places in the College Yard; 
nine others stand upon Holmes Field, nine upon the Observatory 
land, three in the Botanic Garden, and twelve upon other Cambridge 
lands. During the summer of 1 <s 4 . > ; J work will be begun upon an 
Art Museum to cost $150. nun, an addition to Gore Hall to cost 
between $150,000 and $200,000, and upon two new dormitories to 
cost $250,000. 

These will all be placed upon Cambridge hind. The number of 
buildings on land in Boston is eleven. None of these, statements 
have reference to land or buildings held for purposes of investment 
merely, although the value of such real estate is nearly three million 
dollars. 

* Approximate and inexact. f Date of purchase. ,' Souse and land. 



THE LECTURE-ROOMS AND THEIR USES. 

All the Professional Schools of the University have separate 
buildings devoted exclusively to their own use, and their buildings 
have ample lecture-room accommodations. The Lawrence Scientific 
School has a building of its own containing 19 lecture-rooms and 
work shops. Its students also work much of their time in the labora- 
tories and museums. The College and Graduate School together 
occupy lecture-rooms in nine buildings, 80 rooms in all being in con- 
stant use. A few of these rooms seat between four and six hundred 
students at once, but most of them are adapted to classes of 20, 40, 
70, or 125 each. Small classes are one feature of the elective system- 
The largest of the lecture-halls of the University is Sanders Theatre, 
which seats 1400 persons. The Commencement-Day exercises are 
held in it, as well as many evening concerts, lectures,, and readings. 

The number of evening lectures, seminary meetings, conferences,, 
concerts, and readings is large, students often having their choice, in 
a single evening, of four or five such auxiliaries to regular work. The 
lecturers, while often members of one of the UnivershVv Faculties, are 
quite as likel}' to be distinguished visitors from abroad or from some 
other centre of American culture. Most of the speakers come as the 
guests of student literary or scientific societies, but the University 
often invites eminent scholars to deliver courses of public lectures. 
A series of eight instrumental concerts is given each winter, in 
Sanders Theatre, by the Boston Symphony Orchestra. The best 
music is performed at these concerts. During each recent winter 
the number of public evening lectures and similar appointments in 
the University lecture-rooms has been over a hundred, the audiences 
in many instances exceeding a thousand. 

Societies which are representative of student activity in economic, 
literary, scientific, musical, or religious ways make frequent evening 
use of the lecture-rooms at the times of their stated meetings. It is 
the policy of the University to allow the free use of its rooms by 
student societies which are not simply social in their character, or 
unrepresentative in their membership. As a majority of the evening- 
lectures and concerts in the College buildings are open to the public 
as freely as to students, the families of teachers and students enjoy 
these special advantages with them. 



THE ATHLETIC BUILDINGS AND FIELDS. 

The University has four buildings devoted wholly to athletic pur- 
poses — the Hemenway Gymnasium, the Carey Athletic Building, 
the University Boat House, and the Weld Boat House. The Hem- 
enway G-ymnasium, built in 1879, has — allowing for the reasonable 
coming and going of individuals — accommodations for between 2000 
and 3000 students. As regards size, strength, and variety of its 
apparatus and completeness of its appointments, the Gymnasium 
supplies every desire of the indoor athlete. For members of the 
University and class crews, nines and elevens, the Carey Athletic 
Building, having a floor area of 7848 square feet, gives peculiar 
accommodations. For the crews there is a tank containing a fixed 
boat, around which passes a current of water. For the nines there 
are rooms in which indoor practice in pitching and batting is made 
easy. Early in the autumn the eleven use a room with an earth floor, 
which gives opportunities for drill in dodging, tackling, and passing 
the ball. The same room is available for practice in jumping, vault- 
ing, and similar exercises. Of the two boat-houses, the University is 
for the regular crews, and is arranged to hold their long shells used 
in races. Its floor space is 6893 square feet. The Weld Boat House 
is for the use of any students who enjoy rowing. It contains boats 
of various kinds sufficient for 300 persons. All students using the 
athletic buildings are closely supervised and allowed to take only 
proper kinds and amounts of exercise. The Director of the Gymna- 
sium is a physician and an expert in physical development. The 
outdoor sports of the students requiring fields for play are accommo- 
dated on Jarvis Field (five acres), Holmes' Field (five acres), Nor- 
ton Field (seven acres), and the new Soldier's Field (twenty-seven 
acres). The latter has sufficient area graded and turfed to meet 
the demands of a very large number of students, and when the large 
fund recently raised by graduates and students to improve it is 
expended, it will be without a rival among the athletic fields of this 
country. The athletic fields now in use have stands and benches 
erected around them sufficient to sent about 8000 persons. 

The Soldier's Field was given to the University in 1890 by Major 
Henry L. Higginson of Boston in memory of friends who served in 
the Civil War. In a short time it will become the principal athletic 
field of the students. It is situated on the south side of the Charles 
River, opposite Old Cambridge, and adjoins the extensive marshes 
once owned by Mr. Longfellow and given by him to the University. 



PKIZES. 

The money prizes offered annually in the various departments of 
the University amount to $2655. They are as follows : — 

Nine Bowdoin prizes, varying from $50 to $100 each, for disserta- 
tions upon announced economic, classical, or scientific subjects, or 
for translations of set passages of English into Latin or Greek prose. 
These are open wholl} T or in part to students in the Graduate School, 
the College, the Scientific School, and other parts of the University. 

Five Boylston prizes, three of $45 each and two of $60 each, for 
excellence in elocution, open to Seniors and Juniors in the College. 

The Sargent prize of $100, for the best metrical translation of an 
ode of Horace, open to students in the undergraduate department. 

The Sumner prize of $100, for the best dissertation on a subject 
connected with the topic of Universal Peace, open to all departments. 

The Toppan prize of $150, for the best essay on a selected subject 
in Political Science, open to graduates of three years' standing and 
to students in the Graduate and Professional Schools. 

The Chauncey Wright prize of $25, for the best mathematical thesis 
on an announced subject, open to Juniors, Seniors, and graduates. 

The Dante prize of $100, for the best essay on a subject drawn 
from the life or works of Dante, open to students in any department 
and to graduates of not more than three years' standing. 

The George B. Sohier prize of $250, for the best thesis presented 
by an approved candidate for Honors in English or modern literature. 

The Paine prizes, two of $100 each, for the best essays by any 
students of the University on the ethical aspect of social questions ; 
for example, labor problems, productive cooperation, etc. 

The Harvard Law School Association prize of $100, for the best 
essay upon a selected subject in law, open to third-year students in 
the Law School and to members of the class last graduated. 

The Boylston Medical prizes, two prizes of $100 or $200 each, 
upon announced subjects in medical science, open to public compe- 
tition. 

The Porter prize of $50, for the best dissection deserving the 
award illustrative of surgical anatomy, open to members of the Med- 
ical School and graduates of not more than five years' standing. 

The Otology prize of $25, for the best preparation illustrating the 
osseous anatomy of the ear, or for the best thesis showing original 
work on an otological subject, open to third-year students in the 
Medical School. 



CONCLUSION. 

This brief survey has shown that Harvard University with its large 
corps of instructors, its collections of books, apparatus, and scientific 
material, its activity in the general advancement and diffusion of 
knowledge, its ability and readiness to aid the poor but promising 
student, its hospitality towards all scholars, no matter what their race 
or creed, is in fact a true University. 

Although age is too apt to breed unwise conservatism, this Univer- 
sity is more frequently assailed for its spirit of progress, and its 
willingness to break with precedent for the sake of truth, than it is 
for its attachment to venerable tradition. It has done its part in 
making the degree of Bachelor of Arts a broader and a higher title. 
It has increased the significance of the degrees of Master of Arts and 
Doctor of Philosophy, and it has been prudent in its bestowal of 
honorary degrees. Having for twenty years steadily increased the 
severity of its requirements for admission and for graduation, it is 
not unwilling to permit capable students to compress somewhat the 
terms of residence ordinarily required for the degree of Bachelor of 
Arts, in order that more young Americans may seek the degree of 
Bachelor of Arts, and that the professional degrees and the degrees 
of Master of Arts, Doctor of Philosophy, and Doctor of Science may 
be taken less late in life by college graduates. Not a few who are 
able to meet in full the requirements for the first degree in three years 
or three years and a half are allowed to do so. All who aim to 
become teachers are encouraged to secure either the Master's degree 
or the degree of Doctor of Philosophy. 

In 1871 Harvard University included 1149 students and 116 teach- 
ers. In 1893 it includes 296G students and 294 teachers. There is 
reason to suppose that this rate of increase may be maintained. The 
authorities of the University desire it; the alumni are believed to be 
ready to provide such additional endowments as may be needed, and 
the public is alive to the fact that more is to be gained by expanding 
an existing institution of merit than by multiplying poorly equipped 
schools. Harvard's equipment is capable of serving many more 
advanced students than now use it. Such students, if qualified for 
advanced work, are welcome not only in the departments of Philol- 
og}-, Literature, Political Science, Mathematics, and Philosophy, but 
also in the scientific work-shops of the University" the Observatory, 
the Museums, the Herbaria, and the experimental rooms of the 
laboratories. 



106 



Table of Schools and Colleges from which young men actually entered 
Harvard College from 1881 to 1890 inclusive, with the number 
that entered from each institution in each year. Special students 
are not included. An asterisk (*) indicates a public school, a 
dagger (t) an endowed school. 









SL DC ac X Jl 0C JZ -x. X X 




Acadia College. TVolfville. Xova Scotia .... 


2 1 . |. 1 




. 1 


1 


1 


f A dams Academv. Quincv 


12 13 19 11 1 


2 10 2 


9 


2 


Adelbert College of W. R. Univ.. Cleveland. (_>. . 


. 1 . 


• ■ 


■ - 






1 








1 


1 


i 








f Albany, N. Y. , Academy 






i 








2 


2 




♦Albany, X. Y.. High School 


. 1 


1 
















Albion College. Mich 
















1 




Alfred. X. Y.. University 






1 
















-Ymher-t College 


1 








1 


■~> 


1 




1 


3 


Andover Theological Seminarv 












1 






1 


1 


♦Arlington, Cotting High School 


1 1 


1 


2 


2 


. 




2 




3 


Atlanta University, Georgia 


















1 


* Auburn. Me.. Edward Little High School . . . . 












1 






♦Auburn. X. Y.. High School 














1 




*Augnsta, Me., Conv High School 














] 








Augustana College. Rock Island. Ill 


. 




. 


. 


. 


1 








1 


+Barre Academv 


1 




















Bangher's Academv. Hanover. Pa 






1 
















Belmont School. Belmont. Cal 










• 


4 


2 


• 


1 


2 


Belmont School. Belmont. Mass 










Berkelev Gymnasium, San Francisco. Cal. . 


. 




1 
















Berkelev School. Boston 










1 


, 


1 


1 


5 


3 


Berkelev School. New York 


1 




1 




6 


2 


G 


I 


4 


1 


Berkelev School. Providence.. R. I 


















1 




iBerwick Academv. South Berwick, Me 




















1 


Bethany College, W. Va 










1 








1 




Boston College 










♦Boston English High School 














4 


5 


I 


7 


♦Boston Latin School 






20 


21 


17 


25 31 25 


2S 


25 


Boston University 








1 




* 


1 




4 




Bowdoin College. Brunswick. Me 




















1 


+ Brackett Academv. Greenland. X. H 




1 


















*Bridgewater High School 


2 




















-Bristol Academv. Taunton 


1 


1 


3 




3 






1 






+Bromfield School. Harvard 








1 




2 






I 




♦Brookfield High School 






1 


♦Brookline High School 


2 2 


Brooklyn, X. Y.. Latin School 
















2 


Brown. H. II.. Private School. Philadelphia. Pa. 


. . 1 1 












1 




Brown University. Providence. R. I 




1 






1 








1 


1 


Browne & Xichols, Private School. Cambridge . 










1 


3 


3 


6 


11 


6 


Bucknell University. Lewisburg. Pa 
















1 






♦Buffalo. X. Y..High School 


. ] 














2 




Buffalo. N. Y.. Latin School 








2 


1 


• 


• 


1 
1 


1 




♦Buffalo. X. Y.. State Normal School 








-Burr £ Burton Seminary. Manchester. Vt. . . . 


















1 




♦Cambridge Latin School 


11 


8 


- 


5 


11 


14 


4 


14 14- 


13 









107 







oc 

00 


CO 
OO 
OO 

1 

2 
2 

1 


a 

00 

1 
1 

2 

2 

1 

2 

1 

i 

L 
2 


S- 

00 

2 

1 

3 
1 
3 
1 

2 

3 
1 

2 

i 


00 

2 

2 

1 
3 

1 

1 
2 

1 
1 

1 

1 


X 

1 

1 

2 
1 

1 

2 

1 

1 
2 

2 

1 
1 


:/: 
-r 

oo 

1 

2 

1 
1 

2 

1 

1 

1 
2 

1 
2 

1 

1 

1 


<3> 
OO 

oo 

1 
1 

4 

1 

1 

1 

4 

1 
1 

3 

•_> 
I 


o 
oo 

2 

4 
1 

2 

1 

1 

1 
1 

3 

1 
1 
1 

3 
7 
3 

1 
1 

1 
1 

1 

I 


Carleton College, Northfield, Minn 

*Castine, Me., High School 


Centre College, Danville, Ky 

Chadwick & Pye, Boys' Prep. Sch. , Brooklyn, N. Y. 

Charleston, S C, College of 

Charlier Institute, New York 




1 
1 

3 
3 
2 

1 
1 


Chase, K. H., Private School, Philadelphia, Pa. . 

Chauncy Hall School, Boston 

♦Chelsea High School 

♦Chicago, 111., High School 

Christian College, Monmouth, Ore 


2 
2 


♦Cincinnati, 0., Hughes High School 

♦Cincinnati, 0., Woodward High School .... 




Cleveland, 0., Academy 




♦Cleveland, 0., Central High School 

♦Cleveland, 0., West High School 


1 


2 

1 
1 

1 


1 

i 

i 

2 
4 


tColby Academy, New London, N. H 

Colby University, Waterville, Me 

College of the City of New York 

College of Emporia, Kan 

College of New Jersey, Princeton, N. J 

fCollegiate andPolytech. Institute, Brooklyn, N. Y. 

Colorado College, Colorado Springs, Colo. . . . 


1 
2 


Columbia College School of Mines, New York 
Columbian University, Washington, D. C. ... 
♦Concord High School 




i 

3 

1 
1 


Cornell College, Mt. Vernon, Iowa 

Cornell University, Ithaca, N. Y 

fCorning, N. Y., Free Academy 




fCushing Academy, Ashburnham 

Cutler, A. H., Private School, New York . . . 

Cutler, Edward H., Private School, Newton . . 

Dalhousie College, Halifax, N. S 

Dartmouth College, Hanover, N. II 

Dearborn Morgan School, Orange, N. J 

♦Decatur, 111., High School 


2 


Delaware College, Newark, Del 








1 
1 

i 

1 


Denison University, Granville, () 

♦Denver, Colo., High School 

f Derby Academy, Hingham 




1 

i 

1 
l 


1 
1 


Dickinson College, Carlisle, Pa 

fDickinson High Sch. & Deerfield Acad., Deerfield 
♦Dorchester High School 

Drury College, Springfield, Mo 

fDummer Academy, South I.vlield • . 

Dwight School, New York ' 

f East Maine ( 'on fere nee Seminary, Bucksport, Me. 

Eayrs, Win. N., Private School, Boston .... 

*Elkhart, End., High School 

♦Ellsworth, Me., High School 

Emerson institute, Washington, 1). (' 

Eminence College, Ky 

Episcopal Theological School at Cambridge . . 
fEton College, England 

Eureka College, Eureka, 111 

*Everett High School 

Everson, 1). S., Collegiate School, New York 


I 
1 



108 





1-1 <M 

X cc 

cc oc 


X 
CO 


-* 

X 
X 


X 
X 


50 
X 
X 


CO 

X 


X 
X 
X 


9! 

X 
X 


© 


*Fall River, B. M. C. Durfee High School . . . 

Fish, C. E., Private School, Worcester 

Fisk University, Nashville, Term 

♦Fitchburg High School 


• 


2 








1 
1 

2 
1 

1 

i 

i 
l 

14 

3 
1 

10 

1 

1 

1 


i 

1 

1 
1 

3 

17 

4 
1 

1 
23 

2 

i 
l 

i 


1 

i 
1 

i 

2 
1 
1 

1 
1 

1 

1 

1 

25 
1 

4 

2 

1 

2 
1 
19 

1 

1 


1 
1 

11 
1 
1 

3 

1 
1 

3 

1 
1 
1 

1 

9 

2 

1 

1 


1 
5 

1 
1 

1 

3 

1 

5 

1 

17 
2 

1 

1 
2 

15 

1 
2 

1 
2 

1 


Fort Hill School, Rochester, N. Y 

♦Fort Wayne, Ind., Central Grammar School . . 
♦Framinghani High School 

Frankfurt Gymnasium, Germany 

Franklin and Marshall College, Lancaster, Pa. . 

fFriends' Academy, New Bedford 

♦Gardner High School 

Georgetown College, D. C 


i 

1 
1 


1 

i 


. 


2 


1 

2 


Gibbens and Beach, Private School, New York . 
♦Gloucester High School 


1 


2 
2 


1 

1 


2 


2 


Goff, C. B., Engl. & Class. Sch., Providence, B.I. 

Griswold College, Davenport, Iowa 

Groton School. Groton 


i 


Grove City College, Pa 

Gunnery School, Washington, Conn 

Hale, Albert, Private School, Boston 

Hamilton College, Clinton, N. Y 

Hamline University, St. Paul, Minn 

Hanover College, Ind 


• 


i 


• 


3 

i 
i 


• 


fHarrow, England 








fHarry Hillman Academy, Wilkes-Barre, Pa. . . 
♦Hartford, Conn., High School 


• 


1 

1 

5 

1 

1 
2 


1 

8 

i 


2 

i 

9 

1 

1 

2 

1 

1 

2 

18 
2 


6 
1 

1 
4 

10 

i 

i 

i 

i 

2 

i 


Harvard Graduate Student 

Harvard College Special Student 

Harvard Divinity School 

Harvard Medical School, Boston 

Harvard School, Chicago, 111 


i 


Harvard Veterinary School, Boston 


2 
2 


♦Haverhill High School 


Hill School, Pottstown, Pa 

♦Hingham High School 


Hobart College, Geneva, N. Y 

Holbrook's Military School, Sing Sing, N. Y. . . 
Hopkinson, John P., Private School, Boston . . 

Howard College, Marion. Ala 

Howard University, Washington, D. C 

♦Hvde Park High School 


4 


14 

1 

1 

1 


14 

1 

1 
1 


♦Hyde Park, 111., High School 


1 

i 


Illinois State Normal University, Normal, 111. . 

Indianapolis, Ind., Classical School 

♦Indianapolis, Ind., High School 


♦Indiana State Normal School, Indiana, Pa. . . . 
Indiana University, Bloomington, Ind 




2 






Iowa College, Grinnell, Iowa 

fives Seminary, Antwerp, N. Y 

Jarvis Hall, Denver. Colo 




Johns Hopkins University, Baltimore, Md. . . . 

♦Kansas City, Mo., High School 

Kendall, Joshua, Private School, Cambridge . . 
Kentucky Wesleyan College, Millersburg, Ky. . 

Kenyon College, Gambier, 

Keystone Academy, Factory ville, Pa 

King's School, Stamford, Conn 


2 


1 

i 


2 

1 


1 
2 



109 



Knox College, Galesburg, 111 

Lafayette College, Easton, Pa 

♦Lancaster High School 

fLawrence Academy, Groton 

*Lawrence High School 

Lawrence Scientific School, Cambridge . . . 

Lawrence University, Appleton, Wis 

fLawrenceville School, N- J 

♦Leominster, Field High School 

LeRoy, N. Y., Academy 

♦Lexington High School 

♦Louisville, Ky., Male High School 

♦Lowell High School . 

♦Lynn High School 

fMcCollom Institute, Mt. Vernon, N. H. ... 

Madison University, Hamilton, N. Y 

♦Maiden High School 

Marietta College, Ohio 

Mass. Institute of Technology, Boston .... 

Milwaukee, Wis., Academy 

♦Marlboro' High School 

Marlborough St. School, Boston 

Marston's University School, Baltimore, Md. . 

Maupin's University School, Ellicott City, Md. 

♦Medford High School 

♦Melrose High School 

♦Merrimac High School 

♦Methuen High School 

♦Michigan State Normal School, Ypsilanti . . . 

Middlebury College, Vt 

♦Milford High School 

♦Milwaukee, Wis., High School 

Monmouth College, 111 

♦Montclair, N. J., High School 

♦Montpelier, Vt., High School 

Morse, J. H., Private School, New York . . . 

Mt. Allison College, Sackville, N. B 

Mt. Pleasant Military Academy, Sing Sing, N. Y. 

Nashville, Tenn., State Normal College . . . 

♦Natick High School 

♦Needham High School 

♦Newark, N. J. , High School 

♦Newburyport, Brown High and Putnam Schools 

fNew Church School, Waltham 

♦Newport, K. I., Rogers High School 

♦Newton High School 

Newton, N. J., Collegiate Institute 

New York School of Languages 

fNichols Academy, Dudley 

Nichols, Wm., Private School, Boston .... 

Noble, G. W. C, Private School, Boston . . . 

♦Northampton High School 

♦North Attleboro' High School 

Northwestern University, Evanston, 111. . . . 

Oberlin College, Ohio 

Ohio Weslcyan University, Delaware, 0. . . . 

♦Omaha, Neb., High School 

Park Institute, Rye, N. Y 



110 



♦Pawtucket, R. I., High School 

Peekskill, X. Y., Military Academy .... 

Pennsylvania College, Gettysburg, Pa. . . . 

♦Philadelphia, Penn., High School 

fPhillips Academy, Andover 

t Phillips Academy, Exeter, N. H 

Pierce Christian College, College City, Cal. . 

Pine Hill Theological College, Halifax, H". S. 

fPinkerton Academy, Derry, N. H 

♦Pittsburg, Pa. , Central High School .... 

♦Portland, Me., High School 

♦Portsmouth, N. H, High School 

Proctor Academy, Andover, N. H 

Pro-Gymnasium, Germany 

♦Providence, R. I., High School 

Ripon College, Wis • . . 

Riverview Academy, Poughkeepsie, N. Y. . 
fRochester, N. Y., Free Academy 

Rochester, N. Y., Theological Seminary . . 

♦Romeo, Mich., High School 

tRoxbury Latin School 

Rugby Academy, Philadelphia, Pa 

Sachs' Collegiate Institute, New York . . . 
fSt. Johnsbury, Vt., Academy 

St. John's College, Fordham, N. Y 

John's School, Manlius, N. Y 

John's School, Presque Isle, Me 

John's School, Sing Sing, X. Y 

Lawrence University, Canton, N. Y. . . 

Mark's School, Southboro' 

Paul, Minn., High School 

Paul's School, Concord, N. H 

Stephen's College, Annandale, X. Y. . . 

♦Salem High School 

♦San Francisco, Cal., Boys' High School . . 

School of the Lackawanna, Scranton, Pa. . 

Shortlidge's Media Academy, Pa 

Skaneateles, N. Y., Union School . . • . . 

Smith Academy, St. Louis, Mo 

♦Somerville High School 

Southwestern Presb. Univ 

♦Springfield High School 

♦Springfield, 111., High School 

Spring Hill College, near Mobile, Ala. . . 

State College of Kentucky, Lexington, Ky. 

State University of Iowa, Iowa City . . . 

Stewart Academy, Reading, Pa 

Swarthmore College, Pa 

♦Syracuse, N. Y., High School 

Syracuse University, N. Y 

Tabor Academy, Marion 

♦Taunton High School 

fThayer Academy, South Braintree .... 

Trinity College, Hartford, Conn 

Trinity School, Tivoli, N. Y 

♦Troy, N.Y., High School 

Tufts College, College Hill 

fUnion Academy, Belleville, N. Y 



29 



14 



12 



19 



St. 

fSt. 

St. 

St. 

tst. 

♦St. 

tst. 

St. 



Clarksville, Tenn. 



Ill 





00 


| 


CO 

x 

X 


co 
co 


its 
x 


CO 

30 


co 

CO 


oo 

CO 
X 


OS 
X 

00 


© 

1 


Universite de France 




1 

i 




1 
1 

1 

2 

i 

2 

1 
1 

1 

i 

-i 
i 

i 
i 

87 


•i 

3 

1 

2 
1 

i 

i 
l 

i 

2 

2 

1 
80 


2 
1 

i 

i 

i 

3 
i 

2 
86 


1 

1 
1 

2 

i 

! 
1 

2 
2 

1 

i 

1 
2 

'-' 

i 


i 

1 

i 

i 

i 
l 

3 

1 

3 
1 

2 

1 
1 

81 


2 

1 

1 

1 

2 
1 

2 

1 
1 
1 

1 
3 

88 


1 
1 
2 

1 

3 
2 

1 

2 

1 
2 

1 

1 

2 

1 
1 
2 

3 

3 
1 

2 
1 
1 

2 

;>» 


University Grammar School, Providence, R. I. . 

University of Alabama, Ala 

University of California, Berkeley, Cal 

University of Chicago, 111 




University of Cincinnati, 








University of the City of New York 

University of Des Moines, Iowa 






1 
1 

i 
i 


University of Georgia, Athens, Ga 

University of Illinois, Champaign, 111 

University of Kansas, Lawrence, Kan 

University of Michigan, Ann Arbor, Mich. . . . 
University of New Brunswick, Fredericton, N. B. 

University of Oregon, Eugene City, Ore 

University of Pennsylvania, Philadelphia, Pa. . 
University of Rochester, N. Y 


1 




University of State of Missouri, Columbia, Mo. 
University of Tennessee, Knoxville, Tenn. . . . 

University of Vermont, Burlington, Vt 

University of Virginia, Va 

University of Wisconsin, Madison, Wis 

University of Wooster, 

University School, Chicago, 111 






University School, Petersburg, Va 

University School, San Francisco, Cal 

Urban School, San Francisco, Cal 

Utica, N. Y., Academy 


2 

i 
l 
i 

3 


3 

i 

i 
i 

i 
i 

3 

V, 


2 

3 

1 


Vanderbilt University, Nashville, Tenn 

fVermont Academy, Saxton's River, Vt 

f Vermont Episcopal Institute, Burlington, Vt. . . 

♦Wakefield High School 

♦Waltham High School 

Warsaw, N. Y., Union School 

Washburn College, Topeka, Kan 

♦Washington, D. C, High School 

* Washington Co., Vt., Grammar Sch., Montpelier 

Washington University, St. Louis, Mo 

*Watertown High School 

♦Wellesley High School 

Wesleyan University, Middletown, Conn. . . . 

fWestern Reserve Academy, Hudson, 

*Westfield High School 


West Newton English and Classical School . . . 

White & Sykes, Franklin School, Cincinnati, 0. . 

William Jewell College, Liberty, Mo 

t William Penn Charter School, Philadelphia, Pa. 

Williams College, Williamstown 

fWilliston Seminary, East Hampton 

Wilson and Kellogg, Private School, New York . 

♦Winchester High School 

*Winsted, Conn., High School 

♦Woburn High School 


3 

1 


♦Woonsocket, R. I., High School 

f Worcester Academy 


1 

I 
1 

2 

IS 


♦Worcester High School 


fWorcester Polytechnic Institute 

Yale College, New Haven, Conn 















INDEX 



PAGE. 

Academic Year » 54 

Administrative Officers and their duties 3, 4, 5 

Admission conditions, number allowed 50, 51 

removal of . , 51 

Admission to the College 37,50,51-53 

Scientific School 58 

Graduate School 61 

Divinity School 64 

Law School 68 

Medical School 70 

Dental School ■. , . 77 

Veterinary School . .80 

Bussey Institution \ . . 82 

Advanced Standing 53, 54, 58, GO, 64, 77 

Advanced Studies for Admission to the College 45 

Greek 45 

Greek Composition 45 

Latin 46 

German 47 

French 47 

Mathematics „ 48 

Physics 48 

Chemistry 49, 50 

Advisers 54., 59 

Agassiz Museum 91, 99, LOO 

Agriculture, School of 82, 99 

Aids 7, 58, 62, GG, 71, 82, 86, 98, 99 

Annual Expenditures of the University 98, 99 

Arhoretum Museum 91,95, 101 

Archaelogy and Ethnology, instruction in • . . 35, 36 

Museum of 91,93 

Arequipa, branch Observatory in 85 

Arnold Arboretum 5, Si', 'J I, '.»:>. 99 

Art Museum 91. Id 1 

Arts and Sciences, instruction in 15 36, 55 

Astronomical Observatory 85, 86, 99, LOO 

Athletic buildings, sports, and grounds 6, 103 

Athletic contests not open to students who are nol in good standing .... 6 

Average age at admission 69 

Bachelor of Arts, requirements for degree of 64,55 

Bachelor of Science, requirements for degree of 58, 59 

Blaschka flowers 92 



114 



Board, cost of 5 

Boat-houses 6, 103 

Bond 54 

Boston — Schools of Medicine, Dental medicine and Veterinary medicine, 

situated in 3 

Botanical Museum 91, 92, 99 100 

Botanic Garden 94, 99 

BoydenFund 85 

Boylston Chemical Laboratory 90, 100 

Bruce Photographic Telescope 85 

Buildings and Grounds of the University, dates and approximate cost 100, 101 

Bussey Institution 3, 82, 99, 100 

Candidacy for higher degrees 60, 61 

Carey Athletic building 101, 103 

Certificate of admission, when sent 53 

good in future years 53 

Certificate of Preparation 51 

may sometimes be from the candidate himself . . 51 

Chapel 5, 96, 97, 99, 100 

Chemical Laboratory 90, 100 

Church seats 97 

Class Day 56 

Class-room libraries 87, 89 

Clinical facilities 70 

Coins 91 

Collections in Museums 91, 92 

College Conferences 97 

College examinations 55 

Commencement Day 56, 102 

Concerts, lectures, etc 102 

Cooperative Society 5 

Corporation 3 

Cost of Museum Collections 91, 93 

Cost of University Buildings 100, 101 

Courses of Instruction 13,55,58,64,67,71,77 

Cryptogamic Herbarium 94 

Curtis Collection of Fungi 94 

Date of erection of University buildings 100, 101 

Date of foundation of Harvard College 3 

Degree of M. D. conferred upon graduates of other Medical Schools after 

one years' residence, etc 76 

Degrees 5S, 61, 68, 69, 70, 77, 79, 80, 82, 105 

Degrees with distinction 4, 54, 56, 68 

Dendrological Collections 94, 95 

Dental diploma accepted under the British Dental Act 79 

Dental School 13, 77-79, 99, 100 

Department libraries 87, 89 

Departments 3, 4, 5, 98, 99 

Descriptive pamphlets 55 

Dining Associations 5. 54 

Discipline 54 






115 

Distinguished graduates 57, G6, 67 

Divinity Library 101 

Divinity School 3, 13, 64-66, 96, 97, 99, 100 

Division of Admission examinations 51 

Dormitories 5, 66, 100, 101 

"Dropping" 55, 56 

Earnings of students 7 

Economy in students' living 8-12 

Elective courses 55 

descriptive pamphlets regarding 55 

Elementary studies for Admission to the College 38-44 

English 38 

Greek 39 

Latin 39 

German 40 

French 40 

History 41 

Mathematics 41-43 

Physics 43 

Employment after graduation 12, 68 

Enrolment in courses 54 

Evening readings and lectures 102 

Examinations 51-53 

Examiners not to take fees payable to the Bursar 52 

Expenditures 87 

Expenses of Students 7, 8, 12, 79, 82 

Farlow Collection of Algae «)4 

Fees for examination outside of Cambridge 52 

must be sent to the Bursar, not paid to the Examiner 52 

Fellowships 7,62,66,71,98,99 

Final Examination 52 

Fitting Schools 50, L06 

Fogg Art Museum 91, 101 

Forestry, instruction in 95 

Founding of Harvard College 3 

Foxeroft Club 5 

Freshman electives 55 

Garden and Forest . . . 95 

Garland collection of gems 93 

Gifts 98, 99 

Glass-flowers '• I -' 

Gore Hall 87, LOO 

Government 3, 1 . 5, 6, 58, 60 

Graduates 4,57,66,67,70,79,8] 

Graduate School 3, 18,54,60 68,98 

Graduates of other Colleges at Harvard 14,58,64,62,65,69 

Graduation in less than four years 56 

Gray Herbarium 94 

Group system 58 

Growth of the University 12, 18,69, L06 

Gymnasium 6,6,99, 100, 10 * 



116 



Hamlin Collection of tourmalines 93 

Harvard College . . 3,37-98 

Harvard Graduates Magazine 6 

Hemenway Gymnasium 5, G, 99, 100, 103 

Herbaria 94, 95 

Historical Monographs 6 

Holmes Field 101, 103 

Home residence of students 14 

Honorary degrees 4, 105 

Honors 18, 54, 56, 57 

Horticulture, School of 82 

Hospitals an 1 infirmaries 70, 7G, 77, 80 

Hunnewell Museum Building 91, 95, 101 

Increase of the library 12, 88, 89 

Instruction in Arts and Sciences 15-36 

Semitic .' 15 

Sanskrit 16 

Classical Philology 16-19 

English 19 

German 20 

French 20 

Italian, Spanish, Romance Philology and Comparative 

Literature 21-22 

Philosophy 22-26 

Education and Instruction 24-26 

History and Political Science 26-28 

Eine Arts and Music 28 

Mathematics 29 

Engineering 30 

Physics • 31 

Chemistry 32 

Botany 33 

Zoology 33, 34 

Geology 34, 35 

American Archaeology and Ethnology . . 35, 36 

Instruction in Dental Medicine 77-79 

Instruction in Forestry 82 

Instruction in Law 67-69 

Instruction in Medicine 71-76 

Anatomy 71 

Physiology 71, 72 

Chemistry 72, 73 

Pathology 73 

Clinical Medicine 74 

Surgery and Clinical Surgery 74, 75 

Graduate Instruction in Medicine 75 

Summer courses 76 

Instruction in Theology 64-66 

Instruction in various departments given for a single fee 59, 60, 82 

Instruction in Veterinary Medicine 80 

Jamaica Plain, Arboretum and Bussey Institution, situated in 82 



117 

Jarvis Field 101, 103 

Jefferson Physical Laboratory 90, 101 

Laboratories 90, 100, 101 

Land, in acres, used by the University 101 

Lawrence Scientific School 58, 59, 82, 100, 102 

Law Review 6 

Law School 3, 13, 67-69, 99, 101 

Lecture-rooms and their uses 102 

Library 4, 12, 66, 70, 87-89, 95, 99, 100 

List of Harvard fitting schools 106-111 

Loan Furniture Association 5, 10 

Longfellow Marshes 103 

Medical School 3, 13, 70-76, 99, 100 

Memorial Hall 5, 100 

Meteorites, Collection of 93 

Mineralogical Museum 91, 92, 101 

Moral Character certificates 52 

Museums 91-93, 101 

Museum of Comparative Zoology 91, 99, 101 

Natural History Laboratories 90, 101 

Non-graduates may enter Graduate School if qualified 61 

Normal School Scholarships 59 

Norton field 103 

Notice of intention to take examinations 52 

Number of officers and students 12,70,80,83,105,106-111 

Observatory 85, 86, 100 

Officers of the University k 3, 4, 5 

Overseers 3 

Pamphlets in the library 87 

Peabody Museum 90,91,93,101 

Peru, branch Observatory in 85 

Physical Laboratory 90 

Physiological Laboratory . . . • 90 

Places where June examinations are held 52 

Preachers to the University 5, 96 

Preliminary Certificates, good in future years 52 

Preliminary Examinations 51 

Preparatory Schools, list of 106-111 

Price Greenleaf Aid 8-12,53,54 

Prizes 7, 104 

Probation 54, 65 

Psychological Laboratory 23, 90 

Publications of the University 6, 96 

of Students 7 

Quarterly Journal of Economics 6 

Hank lists 55 

Liatio of teachers to students i:; 

Receipts and Expenses of the Qniversjty 98 

Registration 64, 62 

Religious Exercises 9G 

Religious Societies 97 



118 

Requirements for admission. College 37-53 

Scientific School 58 

Graduate School 61 

Divinity School 64 

Law School 68 

Medical School 70 

Dental School 77 

Veterinary School 80 

Bussey Institution 82 

Requirements for the degree of A.B 54. 55. 61 

A.M., Ph.D. and S.D 61,69 

S.B 58. 59 

D.B 64 

LL. B 68, 69 

M.D 70. 71 

D.M.D 77 

M.D.V 80 

B.A.S 82 

Retiring Allowance Fund 99 

Room rents . 5. 66 

Salaries 98, 99 

Sanders Theatre 102 

Scholarships 7,58,62,66,68,71,98,99 

Scientific School 8. 58. 50. 82, 98. 100 

Soars Laboratories 70, 73. 101 

Seats in churches of all denominations provided for students 07 

Semitic Museum . 93 

Silva of North America . 95 

Soldier's Field 101. 103 

Special Students 51. 59 

Stellar photography 85 

Student Clubs and Societies 6,59,63,97,102 

Summer School 13. 76. 83. 84. 90 

Terms 13, 55 

Theological Seminaries in and near Cambridge 07 

Tuckerman Collection of Lichens 04 

Tuition 8. 82, 08. W 

University Buildings and Grounds 100, 101 

University Library 87-89. 100 

University Museum 91, 101 

University Receipts and Expenses 98 

Unsuccessful candidates for admission, percentage of 37. 56 

Use of the library 87. 88 

Veterinary Hospital 80, 81, 101 

Veterinary School 3, 13. 80. 81, 99, 101 

Volumes in the library 12.87 

Ware Collection of Glass-flowers 92 

Warren Anatomical Museum 5, 81, 91 



PUBLICATIONS OF HARVARD UNIVERSITY. 



Harvard University Catalogue. 12°. 542 pp. Cloth, .75 (postpaid .85). 
Harvard Quinquennial Catalogue. 8°. 441 pp. Cloth. $1.00. 
Harvard University Calendar. $1.00. Weekly from October to June. 
Harvard University Bulletin. $1.00. 

Contains extracts from the records of the governing bodies of the University, necrology of 
graduates, accessions to the University Libraries, with special bibliographies and articles of a 
bibliographical nature. It appears in October, January, May. 

Bibliographical Contributions. 

In part republished from the Bulletin. From three to six numbers appear annually. 
Annual Reports of the President and Treasurer of Harvard College. 8°. 
List of Chemical Experiments. 12°. 61 pp. .40. 

List of Experiments in Physical Measurements (advanced). 12°. 55 pp. .40. 
List of Elementary Physical Experiments. 12°. 83 pp. .40. 

Harvard University Examination Papers. 8°. 

Separate parts containing papers used at the final examinations in Harvard College, the 
admission examinations for Harvard College, the Law School, Medical School, for Women, etc. 

Annals of the Observatory of Harvard College. 4°. 

Memoirs of the Museum of Comparative Zoology at Harvard College. 4°. 

Bulletin of the Museum of Comparative Zoology at Harvard College. 8°. 

Archaeological and Ethnological Papers of the Peabody Museum. 8°. 

Geographical Illustrations. Suggestions for Teaching Physical Geography. 
W. M. Davis, Professor of Physical Geography. 12°. .10. 

State Papers and Speeches on the Tariff. F. W. Taussig, Professor of Political 
Economy. 12°. 385 pp. Cloth. $1.00. 

Announcement of the Courses of Instruction provided by the Faculty of Arts and 
Sciences (Graduate School, College, Scientific School). 

Selected Sheets from the University Catalogue containing all necessary informa- 
tion for persons intending to enter Harvard College. 

Information for Special Students in Harvard College. 

Annual Announcements of the Graduate, Lawrence Scientific, Divinity, Law, 
Medical, and Dental Schools ; of the School of Veterinary Medicine ; of 
the Bussey Institution, a School of Agriculture and Horticulture ; and of 
the Summer Courses of Instruction. Published separately. 

Opportunities provided for Religious Worship, Instruction, and Fellowship. 

Programmes, or descriptive pamphlets, of the Courses of Instruction in Semitic; 
Classical Philology and Sanskrit; English; German; French; Italian, 
Spanish, and Romance Philology ; Philosophy; History, Government and 
Law, and Economics ; Music; Mathematics; Engineering; Physics; Chem- 
istry ; Botany ; Zoology ; Geology ; and Courses for Teachers. 

Harvard University. A brief descriptive statement concerning admission, resi- 
dence, and graduation. 8". 120 pp. 

Students' Expenses. A collection of letters from students. 8°. 45 pp. 

Harvard University Aid Funds. 12°. 24 pp. 

Report of the Overseers' Committee on Composition and Rhetoric. 8°. pp.128. .60. 



The Quarterly Journal of Economies. Boston: Geo. II. Ellis. New York and 
London : Macmillan & Co. 8°. $2.00. 

Harvard Studies in Classical Philology. Boston: (Jinn & Co. 8°. $1.50. 

Harvard Historical Monographs. Boston: Ginn & Co. 8°. 

No. 1: " A History of the Veto Power," by E. C. Mason, tnst. in Polit. Economy, $1.00; 
No. 2: "An [ntroduction to the Study of Fedora! Government," bj \. n. Hart, Asst. Prof, of 
History, $1.00. 
Studies and Notes in Philology and Literature. Boston: Ginn & Co. 8°. 

Harvard Oriental Scries. Huston : Ginn & Co. 8°. 

Harvard Graduates' Magazine. 6 Beacon St. , Boston, 8°. $1.00. Quarterly. 
Harvard Law Review. Published monthly bj Harvard Law Students. B 








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